Field Experience C 1

Field Experience C: Practical Implications of IDEA
Ashley Ramirez
College of Education, Grand Canyon University
EAD 505-0500: Educational Law
Dr. Kuterah Donald
February 10, 2021
Special Education Teacher Interview
Since I am a special education teacher, I did not expect much of new information when
interviewing a fellow special education teacher. While I was correct and did not learn a lot of
new information, I was thankful to see a universal system between another teachers. The teacher
I interviewed works with a different population than me and just began working in my state in
January, 2021. She teaches an elementary self-contained, multi-categorical class ranging from 2nd
to 5th grade. According to the interviewee, her main responsibilities are to follow the students’
IEPs, support general education teachers in providing supports to her students, measuring student
growth toward state standards and IEP goals, and ensuring student IEPs are followed and meet
all federal and state requirements. These responsibilities innately support her in abiding by IDEA
and FAPE regulations. She shared that the principal and other administration in the building
monitor progress of her students to ensure that they are in their least restrictive learning
environment. They are a support to her when she is looking for types of accommodations and
behavioral supports for her students. Administrators are always present in IEP meetings and act
as the local education agency during meetings.
Principal Mentor Interview
My interview with my principal mentor was more insightful than I anticipated. She is the
assistant principal of my school and is the main one who works with our special education
population in my school.
Functions of Principal
When I asked about my mentor’s top duties related to special education students, she
named several. At the beginning of each school year, or when new students come to our school,
we are notified if they have an IEP. Once notified of the document, she will look for behavior
intervention plans, if the student has one. The reason she does this is be sure all appropriate staff
members are notified. This is typically the responsibility of the service provider, but she likes to
be sure for her own accord. She also is intentional that she and all staff members give special
education students fair consequences. While some students have various plans and
accommodations that may cause their consequences to be different than others, it is important
that they are fair. My principal mentor is the administrator that handles most of the discipline for
the school. Due to this, she likes to be involved in all the IEP meetings as the local education
agency. During this time, she takes advantage of the opportunity to build connections and
establish a strong relationship with parents. This is a time for her to gain the trust and respect of
students’ parents in the event she has to call them for negative behaviors or disciplinary actions.
My principal mentor is also the testing coordinator for the school. It is her responsibility to
communicate with the state department about any disabilities and testing accommodations of
students taking state or standardized assessments. Part of this includes ordering material from the
state that will meet those needs.
Finally, she is constantly researching and watching the news to stay current with special
education laws and changes. Anyone that I questioned about education all say that special
education is the area to receive a lawsuit the fastest. When my mentor knows of any changes or
updates about special education, she is quick to update her staff in order to keep everyone current
and avoid any trouble. The head principal simply oversees my mentor’s duties to ensure they are
being carried out appropriately.

Reflection
As a special education teacher, I am familiar with all the laws and resources available to school
staff and the community. After completing these interviews and listening to everyone’s
responses, it is important to stay current and continue my knowledge of special education. By
doing so, I will be able to abide by Professional Standards of Educational Leaders Standard 7,
professional community for teachers and staff (National Policy Board for Educational
Administration (2015). Keeping myself and my staff updated on new policies and laws related to
special education will create a school culture that is driven by the same purpose, supporting
student academic growth. I can also make sure all special education staff is aware and current
with the states SEED document. This is a document that describes the state’s evaluation and
eligibility determination for disabilities (South Carolina Department of Education, 2011). Other
ways I can do this is by ensuring parents of students with exceptionalities are given their parental
procedural safeguards. Giving parents their safeguards allow them to know their rights and
responsibilities as a parent of a child with a disability. This also follows my responsibility of
Standard 8, meaningful engagement of families and community (National Board for Educational
Administration, 2015). The knowledge and experience that I gained through this field experience
has given me a stronger understanding of being an administrator for students with
exceptionalities as it is drastically different than being an educator.

References
National Policy Board for Educational Administration. (2015). Professional standards for
educational leaders. Retrieved from http://www.npbea.org/wp-
content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf.
South Carolina Department of Education. (2011). Office of exceptional children. Standards for
evaluation and eligibility determination. Retrieved from
https://ed.sc.gov/scdoe/assets/file/programs-services/173/documents/SEED_Final.pdf

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Field Experience C: Practical Implications of IDEA

as the local education agency during meetings.

Principal Mentor Interview

state that will meet those needs.

being carried out appropriately.

responses, it is important to stay current and continue my knowledge of special education. By

responsibilities as a parent of a child with a disability. This also follows my responsibility of

has given me a stronger understanding of being an administrator for students with

exceptionalities as it is drastically different than being an educator.

educational leaders. Retrieved from http://www.npbea.org/wp-

evaluation and eligibility determination. Retrieved from

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