Develop an IEP and Reflect upon the Process

What were the learning successes? 

Speaking skills 

Good response to unexpected changes and routines 

Academic intelligence 

Improved interaction 

What were the learning challenges? 

Resistance to new ideas 

Language barrier 

lack of cooperation and inclusivity 

Vision | Dreams | Hopes 

Hope for development of cultural competence 

Hope for behavioral change 

Good computation skills 

Good communication skills 

Learning priorities for team 

Language development 

Computation skills 

Learning to react appropriately to schedule changes 

Cultural competence 

New goals 

To be self-reliant 

To develop cognitive skills 

To develop physical fitness 

To develop social initiative skills 

What will success look like? 

Ability to complete assignments without assistance 

Ability to make sound judgment 

Ability to compete in games and sports 

Reduced aggressive behavior 

Key teaching and learning (T&L) strategies 

SLT program 

Class discussion 

Group discussions 

Part 2: Reflection 

While completing the IEP template, the most challenging part was how to identify and apply the appropriate national laws so as to fully meet the needs of Michael. Michael has dual citizenship; he is Japanese by birth and an American by registration. Therefore, harmonizing the applicable laws of the two nations was a difficult task. To fully meet the needs of Michael in completing the IEP form, I needed to research the state laws of the town of Manchester in the state of Connecticut. Here, I was able to locate all the laws regarding the child’s rights, and subsequently applied them in completing Michael’s IEP form. The additional information that I might need while completing the IEP form was Michael’s family history (Geva & Gordon, 2009). Having a good access to Michael’s family history would be necessary so that I get to know his possible genetic make-up, and what characters are easy or hard to control. For instance, some of his disruptive behaviors might be inherited and require special attention to address. 

To gain Michael’s family history, I would approach his parents carefully and cautiously and use ethical means of getting their information. For example, I would assure the parents of their privacy and confidentiality while receiving their information (Geva & Gordon, 2009). This step would be vital as it would stimulate the parents to share their information without or with minimal fear. To help advocating for the needs of Michael, I would advise his parents to be the ultimate role models for their son. In this regard, I would advise the parents to avoid engaging in quarrels or other related behaviors so as to tune Michael towards humane thinking, and subsequently help to eradicate his disruptive behavior. 

Reference  

Geva, T., & Gordon, O. (2009). Capturing the Power of Family History: AMA Journal of Ethics. 11 (9): 690-696. Retrieved January 11, 2020; from https://journalofethics.ama-assn.org/article/capturing-power-family-history/2009-09