Conflict Resolution Action Plan Response Tosha Clark
Conflict Resolution Action Plan Response
Tosha Clark
Grand Canyon University: SPD – 520
07/06/2015
Conflict Resolution Action Plan Response This is a case that involves a student with disabilities that receive services from a general education teacher and a special education teacher. The special education teacher monitors the goals of the student individual education plan (IEP) and notices that the general education teacher was not using the accommodation and medication listed effectively. The special education teacher decides to ask the general education teacher why the accommodation and modifications is not being implemented as listed on the students’ IEP. The general education teacher response was that it was being implemented but was not working effectively. In this scenario, I will use the ten-step problem solving process to help in resolving how to make sure the student needs are being met as stated in their IEP in order to help them succeed. To start the process of problem solving, the first thing that I would do is to review the student IEP so that I can see exactly what the student needs are. After looking over the IEP, I will then try to find strategies and ideas that could help with what their needs are to help them to be met. Once all that information is gathered, I will arrange to have a meeting with the regular education teacher so that we could discuss the concerns at hand. At the meeting, I will make the general education teacher feel as comfortable as possible by making sure that we are on the same page and have an understanding that we are here for one purpose and one purpose only, and that is to serve the needs of the student. Once this relationship is established, I will discuss the concerns at hand by voicing my thoughts and opinions and allowing them to do the same. We will share our notes, data, and any relevant information that would be valuable regarding this student needs. Now we are ready to get
Tosha Clark
Grand Canyon University: SPD – 520
07/06/2015
Conflict Resolution Action Plan Response This is a case that involves a student with disabilities that receive services from a general education teacher and a special education teacher. The special education teacher monitors the goals of the student individual education plan (IEP) and notices that the general education teacher was not using the accommodation and medication listed effectively. The special education teacher decides to ask the general education teacher why the accommodation and modifications is not being implemented as listed on the students’ IEP. The general education teacher response was that it was being implemented but was not working effectively. In this scenario, I will use the ten-step problem solving process to help in resolving how to make sure the student needs are being met as stated in their IEP in order to help them succeed. To start the process of problem solving, the first thing that I would do is to review the student IEP so that I can see exactly what the student needs are. After looking over the IEP, I will then try to find strategies and ideas that could help with what their needs are to help them to be met. Once all that information is gathered, I will arrange to have a meeting with the regular education teacher so that we could discuss the concerns at hand. At the meeting, I will make the general education teacher feel as comfortable as possible by making sure that we are on the same page and have an understanding that we are here for one purpose and one purpose only, and that is to serve the needs of the student. Once this relationship is established, I will discuss the concerns at hand by voicing my thoughts and opinions and allowing them to do the same. We will share our notes, data, and any relevant information that would be valuable regarding this student needs. Now we are ready to get