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Field Experience:

Practical Implications of IDEA

Mary Kent
EAD 505
Educational Law
2/20/16

I was given the opportunity to conduct an interview with the school psychologist
pertaining to the functions and responsibilities that a principal must perform in meeting
the guidelines set forth by the Individuals with Disabilities Education Act (IDEA) 2004.
Currently there are seventy two students that are serviced in the school that are the
responsibility of the principal, as well as the school psychologist, case manager, and
special education teacher. A principals functions include ensuring that the school is
adhering to the guidelines of IDEA, protecting the rights of students by ensuring a free
and appropriate public education (FAPE), and to oversee the Child Study Team and
resolve any issues or concerns that may develop from staff, students, and parents. Other
functions include the principals participation in meetings requiring mediation, honor the
requests or recommendations from the school psychologist relating to staffing concerns,
and reviewing IEPs and conducting observations to ensure the implementation of the
accommodations in the IEP. Additionally, the principal will deal with discipline issues
that arise, and keep track of the frequency of referrals and suspensions. After discussing
this information, I thought about how ISLCC standards 1 through 6 relate and inform
principal practices with regards to special education students to ensure their academic and
social success.
Within the interview, some community resources were identified as extremely
beneficial for the school and the parents to utilize. The Parent Resource Center, which is
located within the school, holds many workshops throughout the year with topics ranging
from local resources for parents to effective parenting skills. PerformCare is another
resource that is a referral service for parents to contact a mental health professional, a
behavioral therapist, or psychiatric services. The Childrens Hospital of Philadelphia
(CHOP) offers medical services, evaluations, behavioral, physical, and occupational
therapy. Lastly, the Jewish Community Center (JCC) enables students to visit a counselor
to receive services off-site for anger management and behavioral issues.
These findings from the interview will have a definite affect on my practices as a
principal. To begin with, to be knowledgeable in the requirements of IDEA is an absolute
must in order for me to effectively ensure that the students rights are protected and
advocated. Moreover, I will need to keep up-to-date on any state or district policy relating
to IDEA and students with disabilities. I will monitor the students progress by holding
meetings with the teachers and evaluating the students placements and accommodations
set forth in their IEPs, reflect on this information, and make adjustments as needed with
the input from the Child Study team, the teachers, the parents, and the students.
Additionally, I will encourage parents to take an active role in their childs school
experience through frequent communication with myself and/or the staff to promote the
success of their child. Also, I will continue to utilize community resources, as well as to
discover additional resources for the school and the parents to access. All of these
strategies will promote effective administrative practices for me as a principal with
regards to students with disabilities and the implications of IDEA.

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