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[quote=Anonymous][quote=Anonymous][quote=Anonymous]My child’s IEP reads like a 504 plan where most of the responsibility is on the general education teacher. When I initially read it, I immediately could see that one teacher who has 30+ other students could not possibly do what the IEP said would be done. Despite our advocacy, Churchill pushed through the IEP and the teachers couldn’t implement the IEP. This was a school driven administration problem, not a teacher problem and I could understand why teachers are leaving the school to find more supportive environments for themselves and students.

At Churchill, we were also told my child could only access para educator support in specific classes. My child has to choose between the class he has the ability to take and special education services. Classes they identify as general education classes are filled with students who have 504 plans and IEPs so they are not the least restrictive environment for the students who are assigned there.[/quote]

I have a second grader and felt the same way when I saw the IEP draft. In the meeting with the teacher, principal and SpEd teacher, I asked how this would actually work and what kind of support or PD is the classroom teacher given to implement all of the accommodations. SpED teacher assured me she would “push in” when my kid would need to work in small groups but I can’t see how this will come to fruition when there are many classes with many kids like mine. Also, how can the teacher read aloud directions for my kid and redirect while also meeting the needs of the rest of the class at the same time? [/quote]

Read aloud directions on a test or for everything? I have enough ESOL students that have that accommodation that I read everything aloud for students and then pull kids to my small group table who get read aloud for tests. [/quote]

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