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.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.

Reculturing Curriculum[WLOs: 1, 2, 3] [CLOs: 1, 2, 3, 4]The world is diverse. Furthermore, this diversity is seen in our classrooms, schools, and organizations. With this diversity comes a plethora of cultures, beliefs, and viewpoints. Joseph (2011) calls for a “reculturing” of curriculum and offers Table 4.3 Beginning a Curricular Conversation (below) as a tool to help examine your beliefs of culture in curriculum. Prior to completing this assignment read Joseph (2011). Instructions: To complete this assignment, you will need to do the following:Part 1: Beginning a Curricular ConversationComplete Table 4.3. by filling in each of the “What are your beliefs?” and “How should these beliefs be reflected in practice?” Consult Joseph (2011) for guidance on completing the table. You can recreate this table in Word or complete Part 1 in paragraph format using the words in the Focus column as subheadings.Part 2: Research on Curriculum and CultureLocate two research articles that discuss the need to infuse a broader sense of culture into curriculum that supports your work in Part 1.Consult Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.). This table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor.Provide the full APA citation of each article.Provide a brief summary of each article.Provide an explanation as to how each article supports your work in Part 1.Part 3: ReflectionProvide a brief reflection on the “reculturing” of curriculum. Address the following:How do you see current curricular models playing a part in the “reculturing” of curriculum?What gaps still exist that may be preventing us from fully understanding the “reculturing” of curriculum?In addition, your assignment must:Provide references for all quoted, paraphrased, and summarized information from scholarly and/or credible sources both in-text and in an APA references list.Consult the Writing Center’s In-Text Citation Guide (Links to an external site.) and website information about creating an APA Reference List (Links to an external site.) if needed.Display attention to comprehension and organization of syntax and mechanics, including spelling and grammar.

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