When considering individuals who receive SPED services, it’s important to note that not all disabilities are visible, and that disabilities come in all shapes and sizes. Another aspect to take into consideration is that people with disabilities can be any age. It doesn’t matter the age, gender, shape, or size of the disability: the fact of the matter is that people with disabilities have the right to be respected and treated fairly. When a student has an Individualized Education Plan (IEP), teachers are legally expected to uphold the terms of that plan, and are required to provide necessary accommodations for their students who have an IEP.
Today’s parent interview is with Bobbie, who has a son with an IEP who is in high school. He is an active, smart young man who has a learning disability. His disability isn’t physically visible, and many people do not even know that learning can be difficult for him. All of his teachers are made aware of his disability and are given a copy of the accommodations he is allowed to receive. Unfortunately, he has had a teacher who did not do their best to uphold the terms of his IEP, which led to frustration for both Bobbie and her son.
Please tell me a little about your child who is receiving Special\Education services. (Age, grade, etc.)
My child is 15 years old and will be a sophomore this school year. He received his IEP when he was 6 years old in first grade.
What kind of services does your child receive? (general education withpull out services for speech/math/reading, etc., behavior unit, mild-moderate life skills class, etc.)
My child is currently receiving his services in a co-taught general education math and ELA classroom. When he was in elementary school it was pull out services for reading and math.
What has been the most difficult thing about navigating the SPED world in schools?
I feel that Elementary school teachers helped with IEPs way better than most secondary school teachers. Many of the secondary teachers, especially those who teach subjects like science and social studies do not follow a student’s IEP accommodations as well as they should. I even had a 9th grade science teacher attend the IEP, and he failed to follow the accommodation of hard copy of notes provided, because he said they could be downloaded from his website, but we were never able to find where to access, and his response was always “they are on my website.” His website was not organized in a way to find anything UNLESS you knew the exact title of his lesson. No dates were provided. This “accommodation” in his eyes was being met, but was met with a task that was far harder than just making the notes for my child. So I think the most difficult thing is getting secondary teachers to follow ALL of the accommodations needed, and to provide them in a way that makes their learning experience easier and not harder.
As a parent, what has been the most rewarding or positive thing about working with SPED services in schools?
I have felt like my voice is heard in the meetings, and that my opinion to help my child matters. I feel like when I reach out to his SPED file holder, I get a response and help with my child.
How do you feel other students and teachers respond to and interact with your child? Do you feel like there is a good amount of inclusiveness at your child’s school?
Most people do not know that my child has an IEP. I do feel that some teachers do everything they can to help my child find success, but as mentioned above, there are some who do not make their educational needs easier, but rather make it harder for them to access the content. My child was able to maintain straight A’s in his classes, but it wasn’t from the help of his science teacher especially. He knew my child was reading 4 grade level below, and did nothing to help him.
As a parent, what are some ways you advocate for your child to make sure they are in the least restrictive environment and receiving the services they need and deserve?
As a parent, I make sure that all of the teachers know that my child has an IEP and what accommodations have worked the very best for my child in the past. I let them know that I am available to meet, or talk with them to make sure that my child can learn best in their classrooms. I am also a teacher, so I understand and know how important communication with teachers are to ensure that my child’s needs are being met.
If you could tell one (or two or more) thing(s) to people who don’t have much experience with working with children with disabilities ofany kind and severity, what would you tell them?
Children with learning disabilities can do what their peers are doing with enough supports/ accommodations. They can also be students with straight A’s who work extremely hard to learn the content. They are kids who just want others to see them as they would see any other child. They have the ability to love others and to be amazing friends to those around them.
Thank you, Bobbie! I can only imagine how difficult it would be to have a teacher who didn’t do their best to accommodate the needs of students receiving SPED services. I’m impressed with her son’s determination and hard work to succeed despite the lack of help from a teacher. Way to go!
This post is part of a series of posts of interviews with parents who have a child who receives special education services. You can find previous posts here, here, and here.
