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Runninghead: IEP OBSERVATIONS

IEP Observations
Gerardo Sanchez
May 02, 2015
Pedro Olvera, PsyD, LEP

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IEP OBSERVATIONS
IEP Observations

Observing my mentor present psycho-educational evaluations that involved


social/emotional issues was a positive experience. I learned how one can be delicate while
presenting the facts that are sometimes unpleasant to hear. The two IEPs involved a student who
has anxiety and often fights to go to school and the other involves a high functioning Autistic
student who touches himself inappropriately. Both issues were quite different, but both were
handled with tact and professionalism. Ultimately, the findings were reported and the IEP team
carefully considered the school psychologists contribution to the meeting. More so in these kind
of meetings involving social/emotional concerns rather than in other IEP meetings, I believe that
those in attendance looked to the school psychologist as the leading expert in the room. The
team listened to what the school psychologist had to say and agreed with the recommendations.

The first IEP was for a third grade male student in the general education curriculum who
display issues with anxiety. This student has had several instances within the school year where
he refused to go to school or once at school refused to go into hi classroom. His mother stated
that he has a difficult time making new friends, but acknowledges that he friends in the class.
The school psychologist reviewed his observations of the student while in class and found the
student to act in the same manner as his peers. However, he also mentioned that on more than
one occasion he witnessed the student having a breakdown because he did not want to attend
class. Each of these incidents lasting from 35 minutes to as long as six hours and 45 minutes.
The mother informed the group that their family does not have medical insurance. The school

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IEP OBSERVATIONS
psychologist informed the mother that the CNUSD has a department that deals with mental
health services and that the IEP team would recommend counseling services through ERHMS.

The second IEP was for a high functioning, sixth grade, male, autistic student in the
general education curriculum. This was a triannual meeting, but this meeting had to be
scheduled sooner than later because of the behaviors the student was displaying in the classroom.
The student has been reported by the teacher to touch himself inappropriately on two different
occasions in the classroom. The IEP team was extremely concerned because of the ramifications
that could arise from this type of behavior. The school psychologist reported that his observation
provided some insights on how to prevent these incidences from occurring again. The
psychologist observed that the student sits in the back corner area of the room and suggested that
his desk be moved to the front of the room by the teachers desk. The school psychologist also
asked the mother about the kind of discussions that occurred at home regarding this matter
during the previous two instances. The mother stated that he was simply told not to touch
himself because it was wrong and that he could get kicked out of school. Although the principal
agreed with what the mother had said, she mentioned that it might be a good idea to a deeper
conversation regarding his sexuality and how the male anatomy works. The mother said that she
and her husband would do just that. It was evident that the mother was a little uncomfortable
during the meeting, but she was assured that the IEP team was here to support her and her son.