Module 2

Module 2 examined the various roles and responsibilities of certified education assistants, teachers, parents and students in implementing an educational program.  This included a closer look at the IEP process, tools to enhance preparation, as well as tips and tools for successful collaboration with stakeholders.

Certified Education Assistants

Certified Education Assistants (CEAs) play a valuable role in the education system and offer tremendous support for students, staff, and the school community. As school resource and classroom teachers, we can optimize the roles of our CEAs to effectively provide the best support. CEAs offer more than simply assisting teachers, but rather play a vital role in supporting and advocating for students, collecting crucial data, implementing educational programming and designing suitable materials and learning supports (BCTF/CUPE, 2009). Some ways CEAs can be effectively and strategically used in classrooms include:

• Small group instruction/support. Some students may require intensive one-on-one support in which case a CEA may not be available for small group support. When possible, however, arrange for small group instruction for those students with special needs.

• Arrange students' seating so as to create proximity to the classroom teacher or the CEA, especially for students with high needs.

• Request the CEA observes and documents student behaviour and records information relevant for educational planning and assessment.

• Station approach. Have the CEA lead/supervise a station during learning times, for example a math station.

• Schedule and prioritize CEAs around times of need. For example, a student who requires academic support will require CEA support during math and writing times, but may not require support during PE times.
  

 

(Group Of Elementary Age Children In Art Class With Teacher, Adobe Stock, n.d.)

Getting to Know Students

In order to create an IEP that is truly tailored to the needs of a student, it is critical to know that student and his or her strengths, needs, and interests. Only then can the plan be effectively personalized and designed for optimal success. The IEP contains a profile with information about a student and teachers can glean rich information by asking the student questions directly. This could be done orally or in written form. The following is a survey/questionnaire designed for K-5 students to acquire a general picture of the student's background and learning needs.

These questions are meant to be guidelines or a starting point for conversation. Teachers can prompt as needed to gain more information. For example, how do you learn best? Do you prefer working alone or in groups? Do you prefer to share your ideas verbally, through images, or in writing? etc. 

IEP Tools for Collaboration 

I did not realize there were tools available for parents, students, and teachers in the preparation of IEPs.   As I am not experienced with IEPs, I suspected parents brought in notes and teachers collected information using their own checklist of notes, but I was pleased to see documents tailored specifically to individual stakeholders, as well as student designations.  This adds an additional layer of rich information on the individual student and more effectively captures information pertinent to developing personalized well aligned goals and strategies to meet student needs. 

On the BC Ministry of Education site, there are documents designed specifically for students of certain designations such as students with Autism Spectrum Disorder and students with Chronic Health impairments. They are designed in a way that is specific to students with these designations and are filled with rich, appropriate descriptions and checklists. 

Teacher Resources

On the Inclusion BC website, there are several tools designed for parents and students to assist them in gathering information and preparing the IEP.  I found the following especially helpful and would offer these suggestions to parents in my future role as school resource teacher: 

·        My Booklet BC (A free tool for parents for creating a student profile).

·        Who am I?  (A profile organizer for students to complete).

·        Help us get to Know __________ (A profile template developed for non-verbal students to be completed by those who know the student including parents, CEAs, classmates, relatives, etc). 

Reflection:

During this module, I was able to gain a deeper understanding of the IEP process and the roles of stakeholders in implementing a successful IEP.   As I do not have any personal experience with IEPs, many of the documents and tools provided offered practical value for my learning and profession. In particular, I found the various index tools to be useful in IEP preparation and found discussions on strategies for including parents and students to be meaningful moving forward.

References:

BC Ministry of Education (2022).  Inclusive education resources. BC Ministry of Education.  Retrieved July 3, 2022 from https://www2.gov.bc.ca/gov/content/education-training/k-12/teach/resources-for-teachers/inclusive-education#programs 

BCTF/CUPE (2009). Roles and responsibilities of teachers and teacher assistants/education assistants. Retrieved July 1, 2022 from https://3523.cupe.ca/files/2014/07/Roles-and-Responsibilities.pdf 

Group Of Elementary Age Children In Art Class With Teacher ( n.d.).  Adobe Stock [Image].  Retrieved July 1, 2022 from https://stock.adobe.com/ca/images/group-of-elementary-age-children-inart-class-with-teacher/52157403

Inclusion BC (n.d.).  Chapter five: Individual education plans (IEPs).  Handbook on Inclusive Education.  Retrieved July 3, 2022 from https://inclusionbc.org/our-resources/inclusive-education-handbook-chapter-5/#2-3