IEP Team Meeting Case Study Description The following attendees are sitting at a round conference table.

IEP Team Meeting Case Study Description The following attendees are sitting at a round conference table.
Mr. Smith, general educator Physical Appearance: Wearing jeans, a t-shirt and sneakers. Non-Verbal: Sitting with both feet on the floor, hands on the table fidgeting with a stack of ungraded papers in a folder. Paraverbal Cues: Talks quickly while looking at his hands and rarely makes eye-contact. Verbally Stated Interest: Wants Henry to be educated in the “special education class” because he is continually disrupting other students from working, and he does not complete his coursework. Ms. Young, special educator Physical Appearance: Wearing casual pants, loafers, and a button-up blouse. She has long hair tied away from her face in a ponytail. Non-Verbal Cues: Taking notes on her laptop during the
meeting. Makes eye contact with everyone intermittently when she stops typing. Paraverbal Cues: When talking about the team process and education setting, Ms. Young is careful to use language the parents will understand and pauses often for questions. Verbally Stated Interest: Wants Henry to stay in his current placement so he doesn’t have to change classes in the middle of the school year. Dr. Burman, school psychologist Physical Appearance: Wearing suit pants, a button-up shirt, and tie with pictures of Mickey Mouse (that he explains to the group was a Father’s Day gift from his 5-year old). Non-Verbal Cues: Sitting with his leg crossed under the desk, hands are palm down on the table, engaging in eye contact with whoever is speaking. Paraverbal Cues: When explaining his findings to Henry’s parents, he speaks louder than necessary with a clear voice. He does not pause until he has completed his report. Verbally Stated Interest: Feels that Henry will benefit from behavior therapy to control his impulsivity and has suggested visiting the pediatrician to discussion possible pharmaceutical intervention. Dr. Jackson, assistant principal Physical Appearance: Casual business attire with khaki pants, a polo shirt, and dress shoes. Non-Verbal Cues: Sits with both feet on the floor, fingers intertwined on the table, rarely making eye contact by staring at his hands. Paraverbal Cues: It is customary for Dr. Jackson to attend initial IEP meetings; however, he does not intervene or participate. Verbally Stated Interest: None. Mr. Jefferies, divorced parent, Lawyer Physical Appearance: Mr. Jefferies is dressed in business attire, he has left the office to attend the meeting. Non-Verbal Cues: Mr. Jefferies sits at the table with correct posture; hands folded on the table, making eye contact with everyone at the table except Mrs. Jefferies, his ex-wife. Paraverbal Cues: When Mr. Jefferies is addressed, he replies by speaking quickly and with few words. Verbally Stated Interest: Wants Henry to stay in his current placement so that he isn’t teased for being in “special education.” He wants Ms. Jackson to meet with Mr. Smith to help him manage Henry’s behavior and help adapt his work. Mrs. Jefferies, divorced parent, kindergarten teacher Physical Appearance: Mrs. Jefferies is dressed casually in a knee-length skirt, flip-flops, a tank-top, and cardigan sweater. Non-Verbal cues: Mrs. Jefferies jumps in often, cutting off Mr. Jefferies every time he speaks; talking loudly over him. Paraverbal
Cues: Mrs. Jefferies, on the other hand, looks at her hands a lot when speaking, slowly, and her responses involve stories about Henry when he was younger. Verbally Stated Interest: Wants Henry to stay in his current placement so that he isn’t teased for being in “special education”. They want Ms. Jackson to meet with Mr. Smith to help him manage Henry’s behavior and help adapt his work. Henry Jeffries, the Student Physical Appearance: Typically dressed for an 11-year-old boy in jeans and a t-shirt. Non-Verbal Cues: Sits with both legs crossed under the table, hands in his lap, staring at the table. Paraverbal Cues: Whenever Henry is asked a question, he continues to look at the table and mumbles his
response. Verbally Stated Interest: When he is asked what he wants to do, he shrugs his shoulders and says, “Whatever.” Written Communication Page Requirement (1 point): Eight to ten pages, not including the title and references page. APA Formatting (1 point):
Use APA formatting consistently throughout the assignment. Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Source Requirement (1 point): Reference five scholarly sources in addition to the course textbook which provide compelling evidence to support your ideas. All sources on the references page need to be used and cited correctly within the body of the assignment. Use the University Library to find scholarly references or use other books you may already own or otherwise have access to from prior coursework.
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