Role as a Special Education teacher in a CSE Meeting
Role as a Special Education teacher in a CSE Meeting
Write up a 4-6 page reflection that addresses the following:
1) What do you see as your role (as a special educator) in communicating with parents at CSE
meetings (address the first IEP meeting, when a child is first given a diagnosis or is determined
to be eligible for SPE as well as annual CSE meetings, and transition).
2) What are some tangible ways to make parent(s) or guardian(s) feel welcome and important in
CSE meetings? (consider all aspects of the meeting–from scheduling, to discourse/language; to
how the meeting is carried out; as well as any pre- or post- communications).
3) How will you bridge cultural, racial, linguistic divides? How will you try to mitigate power
inequities in the IEP process
4) Conclude with a bulleted list of 7-8 practical ideas for making CSE meetings more welcoming,
less intimidating, and more useful/productive for parents/guardians?
Write up a 4-6 page reflection that addresses the following:
1) What do you see as your role (as a special educator) in communicating with parents at CSE
meetings (address the first IEP meeting, when a child is first given a diagnosis or is determined
to be eligible for SPE as well as annual CSE meetings, and transition).
2) What are some tangible ways to make parent(s) or guardian(s) feel welcome and important in
CSE meetings? (consider all aspects of the meeting–from scheduling, to discourse/language; to
how the meeting is carried out; as well as any pre- or post- communications).
3) How will you bridge cultural, racial, linguistic divides? How will you try to mitigate power
inequities in the IEP process
4) Conclude with a bulleted list of 7-8 practical ideas for making CSE meetings more welcoming,
less intimidating, and more useful/productive for parents/guardians?
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