Stakeholder Responsibilities

At Gibson Academy, we believe each stakeholder plays a vital role in helping all our students reach their full potential.

 

Parents/Family Members:

  • Participate in all meetings about their child’s education
  • Be trained in the proper use of the communication system your child will be using
  • Use the same communication systems and interventions at home to allow for consistency across environments

 

School Administrators:

  • Have a working understanding of the Individuals with Disabilities Education Improvement Act
  • Know what plans are being used with students in the school, assist with implementation as necessary
  • Attend all IEP meetings

 

Special Education Teachers

  • Understand Individuals with Disabilities Education Improvement Act
  • Be responsible for implementation and compliance of child’s Individual Education Plan
  • Work with Speech and Language Pathologist, Occupational/Physical Therapists, Behavior Interventionist, Autism Specialist and any other school staff to insure student’s program is being met under both state and federal law
  • Maintain open communication with parents about their child’s progress

 

General Education Teachers

  • Read and have a working understanding of student’s IEP, including accomodations/modifications to be used in classroom, communication system, reinforcers, and consequences of behaviors.
  • Implement any accomodations/modifications in classroom per IEP
  • Consistently use current communication system for student
  • Collaborate with special education staff

 

Paraprofessionals

  • Assist both special education and general education teachers in implementing IEP’s
  • Be trained in proper use of communication systems, reinforcment, and consequences for behaviors
  • Have at least a basic knowledge of Autism Spectrum Disorders

 

Speech and Language Pathologists

  • Be responsible for speech and language services for students
  • Ensure compliance with hours and services listed on the IEP
  • Works with both special education and general education teachers to implement speech and language goals on the IEP
  • Assists those that work with the student, in correctly using the communication system

 

Occupational Therapists

  • Be responsible for implementing occupational goals as stated in the IEP
  • Assist in obtaining materials that can be used in the classroom setting to further occupational goals
  • Assist in obtaining materials and objects that can be used for sensory activities

 

Behavior Intervention Specialist

  • Participate in IEP/FBA/BIP team meetings as needed
  • Assist in any necessary planning to improve student’s behavior
  • Assist school staff with implementation of Behavior Intervention Plans

 

Autism Specialist

  • Assist school in screening for students with Autism Spectrum Disorders
  • Participate in IEP meetings
  • Assist staff in understanding ASD and help provide interventions and strategies that allow for student’s success

Characteristics of Potential Candidates

Glennen, S.L., (1996). Handbook of Augmentative and Alternative Communication. pp.59-69. Singular.

Chapter three in this book discusses both augmentative and alternative forms of communication, and the various people that might find these types of communication beneficial.

Hanline, M.F., Nunes, D., Worthy, M.B., (2007). Augmentative and Alternative Communication in The Early Childhood Years. National Association for the Education of Young Children. website: http://www.naeyc.org/files/yc/file/200707/BTJHanline.pdf

This was an informative article. The article talks about various AAC devices, developing AAC systems for students. and integrating them into the classroom setting.

McAfoose, L.R., DynaVox Systems LLC., (2004). Using AAC Device Features to Enhance Teenager’s Quality of Life. Assistive Technology Outcomes and Benefits, 1, 33-41.

This was an interesting article on the use of AAC devices with a 17 year old girl. The article talked about the device she used to communicate, and how it is important to be able to use devices, not only at school, but at home.

Smith J., (2012, March 15).Using Augmentative and Alternative Communication (AAC) Devices. Speech Buddies Blog. website:http://www.speechbuddy.com/blog/speech-therapy-techniques/using-augmentative-and-alternative-communication-aac-devices/

The author discusses some of the various AAC devices available, and how to select the right device. She mentions that using an AAC device does not mean one is “giving up” on speech. The devices complement speech/language therapy.

I Am Blessed

*Warm Spring mornings

*Golden sunlightPhoto-3

* Tender new shoots of grass growing green

* The smell of coffee

* My dog “shaking hands”

* Pink and purple streaks of color against a morning sky

* Fence posts, waiting to corral the land

* Mailbox with the flag up

* Happy Birthday to my little niece

* A fresh new week, waiting to be opened

* Knowing my husband loves me and is committed to me

* Kids that I am proud of

* A safe trip for my son

* The last month and a half of the school year

Thank you, Lord.

I AM BLESSED..
AND MY CUP RUNNETH OVER.

Bring the whole tithe into the storehouse, that there may be food in my house. Test me in this,” says the LORD Almighty, “and see if I will not throw open the floodgates of heaven and pour out so much blessing that there will not be room enough to store it. Malachi 3:10 NIV






 

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