Module 5: Case Scenarios

Considering Individualized Educational Programs

Paul

1. How could Paul be involved in leading the meeting or sharing his goals?
2. What emotions and thoughts might Paul have going into the meeting?

Paul’s Mother

1. What are Paul’s mother’s long-term goals for him and how could she communicate them with the team?
2. What emotions and thoughts might Paul’s mother have going into the meeting?
3. How could Paul’s mother prepare for the individualized education program (IEP) meeting?

Paul’s Teacher

1. How could Paul’s teacher and family help him prepare to be an active member of his individualized education program (IEP) team so that he can eventually lead his own meetings and advocate for himself?
2. How could Paul’s teacher gather information from the family to integrate into the draft of Paul’s individualized education program (IEP)? (ask to describe biggest accomplishments/proud moments, top 2 goals)
3. If you were Paul’s teacher, what materials or information could you give Paul’s mother before the meeting? (draft of the individualized education program (IEP) agenda/overview of the meeting, invite a family member/friend to attend, offer to meet 5-10 minutes before to prepare for the meeting)
4. What emotions and thoughts might Paul’s teacher have going into the meeting?

Kamaria

1. How could Kamaria be involved in leading the meeting or sharing her goals?
2. What emotions and thoughts might Kamaria have going into the meeting?

Kamaria’s Father

1. What are Kamaria’s parent’s long-term goals for her and how could they communicate them with the team?
2. What emotions and thoughts might Kamaria’s parents have going into the meeting?
3. How could Kamaria’s parents prepare for the individualized education program (IEP) meeting?

Kamaria’s Teacher

1. How could Kamaria’s teacher and family help her prepare to be an active member of her individualized education program (IEP) team so that she can eventually lead her own meetings and advocate for herself?
2. How could Kamaria’s teacher gather information from the family to integrate into the draft of Kamaria’s individualized education program (IEP)? (ask to describe biggest accomplishments/proud moments, top two goals) 
3. If you were Kamaria’s teacher, what materials or information could you give Kamaria’s parents before the meeting? (draft of the individualized education program (IEP) agenda/overview of the meeting, invite a family member/friend to attend, offer to meet 5-10 minutes before to prepare for the meeting) 
4. What emotions and thoughts might Kamaria’s teacher have going into the meeting?

Ava

1. How could Ava be involved in leading the meeting or sharing her goals?
2. What emotions and thoughts might Ava have going into the meeting?

Ava’s Mother

1. What are Ava’s mother’s long-term goals for her and how could she communicate them with the team?
2. What emotions and thoughts might Ava’s mother have going into the meeting?
3. How could Ava’s mother prepare for the individualized education program (IEP) meeting?

Ava’s Teacher

1. How could Ava’s teacher and family help her prepare to be an active member of her individualized education program (IEP) team so that she can eventually help lead her own meetings and advocate for herself?
2. How could Ava’s teacher gather information from the family to integrate into the draft of Ava’s individualized education program (IEP)? (ask to describe biggest accomplishments/proud moments, top two goals)
3. If you were Ava’s teacher, what materials or information could you give Ava’s mother before the meeting? (draft of the individualized education program (IEP) agenda/overview of the meeting, invite a family member/friend to attend, offer to meet 5-10 minutes before to prepare for the meeting)
4. What emotions and thoughts might Ava’s teacher have going into the meeting?