Answer the following question: Describe the individual roles of each member of the transition IEP team. Why is it vital that these members work together?
Responde to student discussion board:
(Han) Describe the individual roles of each member of the transition IEP team. Why is it vital that these members work together? At a student’s IEP meeting there should be: the student, parents or guardians, the special educational teacher/case manager and a general education teacher. Our district also requires an administrator at each meeting. At the transition IEP meetings all of the members should are again required, but additional members of the team can and should also participate. If the student is going to participate in a vocational program whilst in school, then the vocational teacher or coordinator should be present or provide input. With parent permission, outside agencies can also attend or participate prior to the meeting as well. This includes, but is not limited to adult services agencies, vocational rehabilitation counselor or any other community member that might have valuable input for the team (e.g. outside therapist) (Wehman, Smith & Schall, 2012).
The transition meeting is planning for the student’s future and their educational needs and therefore, they are imperative to the process. The parents have the most history with their child and can provide a full picture of the student for them team, often providing information that educations may not be able to glean from the student in the school setting. Teaching staff are also vital members of the team as they can speak to the curriculum offerings and how the student may progress or need to be supported base on the team’s discussions. It is also important to involve the aforementioned outside representatives as they can provide information that can be vital to the student’s future and steps that can be taking prior to graduation in order to best set them up for success.
Wehman, P., Smith, M. D., & Schall, C. (2012). Autism and the transition to adulthood success beyond the classroom. Baltimore: Paul H. Brookes Pub.
(jam) The IEP transition team consists of the following individuals:
Students: It is the student’s transition plan. Therefore, it is vital the student attend every meeting from age 14 onward. In fact, it is preferred the student attend all meetings as early as possible when the child begins receiving IEP services.
Parents: The parents know what is best for their child. Parents know their child’s medical history. Parents know their child’s nuances, quirks, phobias, and personal habits. Parent input during the IEP is extremely valuable. Parents are always encouraged to participate in the decision-making process as much as possible.
Special education teachers and general education teachers: They work with the student every day. The collaboration between special education and general education teachers is essential for creating meaningful IEP goals and objectives. By law, at least one special education teacher and one general education teacher are required to be present at the IEP meetings.
LEA (Local Education Agency) representative: The school principal or vice principal attends the IEP transition meeting representing the school district. IEP meetings cannot be held without an LEA. If the LEA is not present, the meeting is out of compliance. Transition meetings may sometimes require other school personal such as nurses, speech therapists, occupational therapists, and other medical professionals. Other family members may be invited at the behest of the parents.