One of the primary responsibilities of a special education teacher is to ensure that students on their caseload are receiving the number of service minutes specified in their IEPs. Scheduling and providing service minutes can be difficult and requires excellent communication and collaboration skills and the ability to adapt frequently to schedule changes. Learning how to create a master schedule and how to adapt it so student needs can be met even when the schedule changes is an essential skill.
Review the Sample Schedules and use them, along with your own research, to create a digital resource such as a frequently asked questions (FAQ) document, digital presentation, infographic, etc. that can easily be shared with other special education and general education teachers as part of a back-to-school orientation meeting designed to focus on the legal and ethical management of service minutes for special education students. The digital deliverable should address the following:
- Define the term service minutes and explain the legal requirements associated with the delivery of service minutes for students who are on IEPs.
- Describe the different classroom settings where students can receive service minutes and explain who is typically providing instruction for students with exceptionalities in each setting.
- Discuss three challenges typically associated with creating master schedules that ensure students on IEPs are receiving the specified number of service minutes. Include a discussion of how general education teachers and related service providers are typically involved in creating the master schedule.
- Provide three common types of scheduling conflicts that occur that can affect the ability of special education teachers to deliver required service minutes for students.
- Explain how service minutes are to be addressed when the special education teacher is unable to push into the classroom due to scheduling conflicts.
- Explain how service minutes are to be addressed when students receiving special education services are unable to be pulled out of the classroom to work with the special education teacher.
- Describe the role of the special education teacher in co-teaching situations. Include a discussion about the collaboration and communication that is needed between the teachers to ensure service minute requirements are met for students on IEPs.
- Describe the documentation forms and strategies that will be employed to ensure that even when the master schedule changes all teachers can identify when the student has received their required service minutes. Explain the legal implications if you are not able to provide documentation that students have received the prescribed service minutes.
Support the assignment with a minimum of three scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
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