I think one of the most difficult challenges of writing IEP goals and collaborating with families and colleagues is that people do not seem to be share their roles and responsibilities equally. Too often, I think that the members of a team work harder, not smarter. When looking at the characteristics of a team, “they must have an organized system of individuals whose behavior is regulated by a common set of norms or values” (p.58, Friend). I know in my school alone we have 72 students identified on IEPs and 3 women who service these children. They are spread thin trying to meet the needs of students in grades K-5, and bouncing between reading, writing, math, in third grade to fourth and then to fifth in the upper grades. They are dealing with different notebooks, textbooks, and lessons and teaching styles and usually come into our classrooms seconds before the lesson begins. I find it very difficult that these special educators are even given a fair opportunity to become part of a team, they do not have time! We are already dealing with class sizes of 30 students per teacher and trying to find the time to meet, schedule norms, share our ideas and collaborate is impossible (especially when we differ in opinion)! When I create lesson plans for her to use at the back table with students I wonder if I seem to be acting too bold or taking over the situation. I want us to collaborate and talk but finding time to do so during the day is our biggest weakness.
The other idea I wanted to note is that while I struggle to find time to meet with the teachers in the school, often times speaking to the parent is just as difficult. Finding the time to talk to them and have them collaborate with you can be time consuming and strenuous on the parent and myself. I often wonder if I do it for this student, why am I not taking the time to collaborate with other parents who do not have an identified child. Ah, I have many frustrations with the whole process and I am trying to just do my best everyday!!!
