AEE_295 and Observational_Journal I

Observational IEP Notes:

Welding I:

·         The teacher asked for participation from everyone in the class

·         Examples using hands-on learning

·         The teacher gives instruction for future classes

·         The teacher hands out take-home packets

Botany:

·         The teacher uses many visuals

·         The students like to work separately on projects

·         All students are engaged in note taking

·         The teacher utilizes the classroom space

Hand power tools:

·         10-15min of instruction

·         The rest of class the students get to do hands-on activity

Vet Medicine:

·         The teacher utilizes one to one technology

·         The teacher answers a million questions

Observational IEP Paper:

            On September 1, 2017 I had the opportunity to visit an active high school agricultural program and observe IEP students. The federal law calls this the Individuals with Disabilities Education Act (IDEA). This act requires that public schools create an IEP for every child receiving special education services. Children from age 3 through high school graduation or a maximum age of 22 (whichever comes first) may be eligible for an IEP.

IEP is meant to address each child’s unique learning issues and include specific educational goals. It is a legally binding document. The school must provide everything it promises in the IEP. An example of an IEP student could be one with an intellectual disability or hearing disability.

During my first five hours of observation I was able to be in presence of many IEP students. In the four classes that I observed at the agricultural program, I was able to engage with eleven students with an IEP. Most of the students with an IEP I was unable to detect a disability. These students were volunteering or raising their hand to answer questions. The few that made it noticeable were students that we not capable of keeping attention to the teacher or other students.

The teachers for the high school agriculture program do a great job of caring for IEP students. Agriculture education alone does a fantastic job of encouraging engagement of students and hands-on activity. The teachers add to the great care of IEP students. The teachers ask for participation, use visuals, utilize technology, and the classroom. For example, the classroom tables make a horse shoe which encourages students to engage and feel included.

Next time I go to observe this agricultural program’s students and teachers I will do a few things different. I will ask more questions to the teachers on how they personally prepare to work with IEP students and how their administration handles it. I will also observe the students a little closer to see how they engage to one another. I am excited for my next observation.