Introduction
School administrators and psychologists are very relevant professionals in any educational setting. In this case, school administrators play a pivotal role in ensuring the school’s operations are smooth and the proper management of staff and facilities. In addition, the administrators are crucial in overseeing various tasks in educational institutions such as colleges and schools. School psychologists also play a leading role in determining and evaluating the eligibility criteria for special education services. In this case, they consult with families and teachers regarding the attributes of disabilities, the kinds of services needed, and any support available in the school community and system. Although there are many professionals in the school system to help students with learning disabilities, school administrators and psychologists are crucial in thoroughly understanding the IEP and IDEA process and enhancing the delivery of such learners’ services.
Identifying the School Settings for the Interviewed Professionals
The interview featured a school psychologist (Dr. Bean) and a school administrator (Mr. Freeman) from Rockwood Elementary school. While Dr. Bean has a doctorate in psychology studies, Mr. Freeman has a master’s degree in education studies. Both are professionals of high reputations with over ten years of experience in their respective fields. In addition, they have professionally handled sensitive educational matters in different schools for over eight years, particularly about students with learning disabilities.
Describing What I Learnt About the Typical Types of Disabilities
I learned about various forms of disabilities, such as dyslexia, a learning disorder with characteristics of reading challenges. In addition, I also learned the symptoms of such dyslexia, which includes challenges in learning new words, issues with learning to read, and late talking (IDA, 2022). I also learned about other learning difficulties that affect children, including challenges with written expression, reading problems, and executive functioning (Hallahan et al., 2022). In this case, interacting with the school psychologist also helped to appreciate the children with disabilities in a school setting. Such interactions assisted to acknowledge the different intervention mechanisms, such as having a positive attitude towards such people for addressing the needs of learners with disabilities (CPIR, 2022). I can now advocate the critical mechanisms that seek to help children with learning difficulties.
The school psychologist could be beneficial in increasing my knowledge of the characteristics, causes, and educational implications of disabilities for students in my classroom. In this case, interacting with the school psychologist could be advantageous to my knowledge because such a professional has relevant contributions to make (LD Online, 2022). Therefore, such contributions include solving, controlling, predicting, explaining, and understanding any other challenges of special needs children learners so that they receive a proper and just education. The contributions can significantly aid my knowledge because there could be a recurrence of such cases in the future (CPIR, 2022). Due to the high prevalence of such disability cases, knowing and understanding what special learners need is beneficial to ensure the right education.
Describing the Perceived Differences in Roles
The roles of the school psychologist and administrator are different in many ways. While the school administrator is responsible for managing the day-to-day operations of the elementary school, the psychologist evaluates and determines the eligibility criteria for special education services, particularly for such learners. In addition, the school psychologist also assesses and determines the respective academic performances and the learning challenges the learners may have (Hallahan et al., 2022). Such professionals also evaluate mental health issues and the different behavioral problems such students could have. The school administrator ensures that all the teachers have working knowledge regarding individualized education plans for children with learning disabilities. In addition, the administrator also ensures that such instructors are aware of the IDEA Act, legislation that caters to the welfare of children with learning disabilities. The respective roles of the administrator and psychologist are collaborative as they are complementary.
The knowledge of the roles will help me facilitate the collaborative process by ensuring IEP team members are in place to support the students. In this case, all the team members bring relevant information to the individualized education program (IEP) meetings (IDA, 2020). For example, parents are comprised of some of the best team members who offer valuable information on how to help special learners. In addition, all the team members share their respective information and work collaboratively to write the individualized education program for the child.
The school psychologist’s support will help me evaluate and determine the eligibility criteria for the learners who need special education services. In addition, I will use the knowledge from the psychologist to consult with the student’s families and teachers and work collaboratively to identify the attributes of disabilities and the different supports and services available in the community and the school system (IDA, 2022). The school administration’s support will help me thoroughly understand the IEP and IDEA processes as they are competent in the two programs. Through its support, I will have a working knowledge regarding the topics (CPIR, 2022). Henceforth, I will be able to implement the two programs, particularly IEP, to meet the needs of learners with disabilities.
Discussing How I Perceive My Role as a Teacher in Professional Development
As a teacher, there is a need to change with the present times, which requires professionals to appreciate and help students with learning difficulties. Therefore, my perception of students with learning challenges has changed (Hallahan et al., 2022). In many educational settings, the functioning of schools has come to change, and teachers need to also change with the times. As teachers are also needed to work in increasingly multicultural environments, so is the need for them to integrate learners with special learning needs in a classroom setting.
I can contribute and collaborate with a school psychologist and administrator to support other faculty and staff in comprehending their roles in the unique education process. In this case, I will ensure that all the staff has working knowledge and skills that will enable them to support special learners with disabilities (IDA, 2022). In addition, I will also ensure the staff understands the processes of IDEA and IEP programs that will help them offer better support to special learners. I will also help them to learn how to evaluate and determine the eligibility criteria for identifying students with special needs (IDA, 2020). I will often consult with the staff and the families of such special students regarding the features of disabilities and the available services and support for needy learners.
Considering What I Learnt In the Two Interviews
Visiting the school psychologist and administrator and conducting the interviews helped me appreciate the challenges students face with learning difficulties. Therefore, the experiences shared by the two professionals will assist me in valuing and treating students with learning difficulties well. Both interviewees provided me with much-needed knowledge through their respective experiences that I will apply in my future career (Hallahan et al., 2022). After reviewing the interviews with the two school professionals, I have an up close and candid awareness of what face children with learning disabilities. Therefore, I know what to expect when it comes to issues that face children with learning difficulties, such as dyslexia, reading difficulties, writing problems, and executive functioning. Interacting with the two professionals broadened my knowledge and understanding of such learners’ educational implications, causes, and characteristics.
Conclusion
In conclusion, school administrators and counselors lead in uplifting students’ welfare, particularly those with learning difficulties. In this case, the two interviews with the two professionals broadened my mind by helping to understand the issues faced by the learners. In addition, collaborating with the two professionals is the responsibility of everyone in the school system to help the learners. There is also the need for the parents and caregivers to be at the forefront of collaboration to address the needs of the students.
References
Center for Parent Information and Resources (2022). Categories of disability under part B of idea. Web.
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2022). Exceptional learners: An introduction to special education. Pearson.
International Dyslexia Association. (2020). Dyslexia basics. Web.
International Dyslexia Association. (2022). Universal screening: K–2 reading. Web.
LD Online (2022). Identification of specific learning disabilities. US Department of Education. Web.