GCU SPD 200 Roles Played by School Psychologist and Speech Therapists Reflection

When working with students with exceptionalities, it is important to understand the roles of various members of the special education team. Administrators, paraprofessionals, service providers (such as a speech, occupational, and physical therapists), teachers, and school nurses can all be members of this group, depending on the individual needs of the student. Understanding the role of each person during the IEP process and providing students with services in an educational setting is an integral part of instructing students with disabilities. This ensures their needs are being met within the requirements of the law and that the students and families are receiving appropriate support and resources. GCU SPD 200 Roles Played by School Psychologist and Speech Therapists Reflection

CLICK HERE TO ORDER CUSTOM PAPERS

Allocate up to 2 hours in the field to support this field experience.

Because this course does not require you to have a fingerprint clearance card, your field experience must be completed before or after school, or during another designated time when students are not present.

In person or via phone, interview two individuals who each represent a different role on the special education team specific to a grade range relevant to your program of study. Potential interviewees could include a school administrator, paraprofessional, school psychologist, service providers such as a speech, occupational, or physical therapists, or a school nurse. Do not interview a special education or general education teacher for this assignment, as those individuals will be interviewed in later field experiences. Be prepared to take notes, as these will be submitted as part of the assignment deliverable.

In the interview, address the following.

Discuss the characteristics of individuals with exceptionalities whom you serve, including gifted as well as those with disabilities.
Describe the educational, developmental, and medical services available for individuals with disabilities in your district.
Describe the specific steps in the IEP process.
Explain how special education and general education teachers are supported in the IEP process.
Describe how you collaborate with members of the IEP team. List other stakeholders you collaborate with as part of the IEP process and describe this collaboration.
Describe what you do to support families of individuals with disabilities.
Explain the process of addressing behavioral issues for students with disabilities.
Discuss the professional development that is available to you regarding special education policies, services, and educational strategies. Discuss whether there is specific training related to confidentiality, including who leads the training and how often it is required.
Discuss what you do to stay current on special education law.

In 250-500 words, consider what you learned from the two interviews and discuss the following:

Describe the similarities you noted in the responses of both interviewees. Include discussion of why you think that, regardless of their unique roles on the special education team, these commonalities exist.
Describe what made the role of each of your interviewees unique on the special education team. Include discussion of the key responsibilities each has in ensuring the needs of individuals with disabilities are being met in the educational setting.
Discuss what you learned about the significance of collaboration between members of the special education team. Include discussion of why collaborative professional practice is essential to meeting the needs of students with disabilities in the educational setting.
Explain how you will apply what you have learned from the interviews in your future professional practice related to using collaboration and other best practices to meet the needs of students with disabilities in the educational setting. Provide specific examples of ways that you can collaborate with individuals in the roles of the interviewees.

Submit your interview notes and reflection to the LMS.

APA is not required, but solid academic writing is expected.

rubric_print_format__1_.xlsx

Course Code	Class Code	Assignment Title	Total Points
SPD-200	SPD-200-O501	Field Experience A: Special Education Team Interviews	40.0

Criteria	Percentage	1: No Submission (0.00%)	2: Insufficient (65.00%)	3: ApproachingG (75.00%)	4: Acceptable (85.00%)	5: Target (100.00%)	Comments	Points Earned
Group 1	100.0%
Role Similarities	20.0%	Not addressed.	Discussion of role similarities between interviewees, including explanation of why the commonalities exist, is incomplete.	Discussion of role similarities between interviewees, including explanation of why the commonalities exist, is cursory.	Discussion of role similarities between interviewees, including explanation of why the commonalities exist, is complete.	Discussion of role similarities between interviewees, including explanation of why the commonalities exist, is comprehensive.

Role Differences	20.0%	Not addressed.	Description of unique roles of interviewees, including discussion about key responsibilities of each in meeting the needs of individuals with disabilities in the education setting, is inaccurate.	Description of unique roles of interviewees, including discussion about key responsibilities of each in meeting the needs of individuals with disabilities in the education setting, is minimal.	Description of unique roles of interviewees, including discussion about key responsibilities of each in meeting the needs of individuals with disabilities in the education setting, is detailed.	Description of unique roles of interviewees, including discussion about key responsibilities of each in meeting the needs of individuals with disabilities in the education setting, is substantial.

Collaboration	20.0%	Not addressed.	Discussion of why collaboration in professional practice is essential to meet the needs of students with disabilities in the educational setting is poor.	Discussion of why collaboration in professional practice is essential to meet the needs of students with disabilities in the educational setting is vague.	Discussion of why collaboration in professional practice is essential to meet the needs of students with disabilities in the educational setting is sound.	Discussion of why collaboration in professional practice is essential to meet the needs of students with disabilities in the educational setting is thorough.

Professional Practice	20.0%	Not addressed.	Description of how the experiences shared by interviewees can be used to inform personal professional practice, including specific examples of ways to collaborate, is unrealistic and/or ineffective.	Description of how the experiences shared by interviewees can be used to inform personal professional practice, including specific examples of ways to collaborate, is underdeveloped and lacks key details. GCU SPD 200 Roles Played by School Psychologist and Speech Therapists Reflection	Description of how the experiences shared by interviewees can be used to inform personal professional practice, including specific examples of ways to collaborate, is reasonable and provides relevant details.	Description of how the experiences shared by interviewees can be used to inform personal professional practice, including specific examples of ways to collaborate, is realistic and in-depth.

Interview Notes	10.0%	Not addressed.	Interview notes for both interviewees are incomplete or only included for one interview.	Interview notes for both interviewees are partially complete but lack relevant details.	Interview notes for both interviewees are complete and include relevant details.	Interview notes for both interviewees are thorough and substantial.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)	10.0%	Not addressed.	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.	Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language.	Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.

Total Weightage	100%