Reflection

Don't Let the Storm Be in You

Get rid of all bitterness, rage, and anger…Ephesians 4:31

Only the fool among us would think this journey free from any kind of bitterness, rage or anger. We are too human, too frail, too broken by what has transpired to suggest we can easily dispatch such powerful emotions.

Our child is less than whole. Our dreams for him and for our life are shattered. Our future stretches out with more uncertainty than we can imagine. The holes that have been punched in our plans, in our future, in the very fabric of our day-to-day lives make it easy for every kind of emotion to spill into us.

Our spirit, our heart, even our faith is put at risk, threatened by such as bitterness, rage, and anger.

But we must not let them win. They cannot be allowed to overtake us, to become the defining traits of our character. We must not permit them to squeeze us in such manner as to make of us an empty, dried out husk of what we were before this child arrived.

Buried in the line from St. Paul’s letter to the church at Ephesus is this abiding truth: You can be a in a storm. You don't have to let the storm be in you.

This is a truth that we as the parents of disabled children must hang onto, claim for ourselves and live out in the days and months ahead.

Make no mistake: Life with a disabled child is a storm. It’s a big, angry, dark storm filled with pelting rains and rolling thunder and frequent lightning strikes. The winds blow long and hard and threaten to peel away our hope, our peace, our faith. The rains threaten to erode the foundations of our life, our human existence.

We find it easy to lose our way in such darkness.

But if we strive to keep the storm on the outside, we find it possible to navigate such tough times. By taking hold of the promises of God, by letting the very hand of the almighty take us, shape us, guide us and our child, we can keep the storm out rather than letting it well up within us.

It’s not an easy or a carefree time. The road will never again come easy. The storm will come and go in its ferocity. So we must always do what we can to keep the bitterness, the rage, the anger far from us. They are emotions that have no place in our lives and they can not be permitted even the smallest of footholds within in our hearts or spirits or even our words.

When you find even a hint of them, dig them out by the root, cast them far, and see to it that you flee from those who would encourage you to make them a friend.

Only the fool among us would think this journey free from any kind of bitterness, rage or anger. We are too human, too frail, too broken by what has transpired to suggest we can easily dispatch such powerful emotions.

Our child is less than whole. Our dreams for him and for our life are shattered. Our future stretches out with more uncertainty than we can imagine. The holes that have been punched in our plans, in our future, in the very fabric of our day-to-day lives make it easy for every kind of emotion to spill into us.

Our spirit, our heart, even our faith is put at risk, threatened by such as bitterness, rage, and anger.

But we must not let them win. They cannot be allowed to overtake us, to become the defining traits of our character. We must not permit them to squeeze us in such manner as to make of us an empty, dried out husk of what we were before this child arrived.

Buried in the line from St. Paul’s letter to the church at Ephesus is this abiding truth: You can be a in a storm. You don't have to let the storm be in you.

This is a truth that we as the parents of disabled children must hang onto, claim for ourselves and live out in the days and months ahead.

Make no mistake: Life with a disabled child is a storm. It’s a big, angry, dark storm filled with pelting rains and rolling thunder and frequent lightning strikes. The winds blow long and hard and threaten to peel away our hope, our peace, our faith. The rains threaten to erode the foundations of our life, our human existence.

We find it easy to lose our way in such darkness.

But if we strive to keep the storm on the outside, we find it possible to navigate such tough times. By taking hold of the promises of God, by letting the very hand of the almighty take us, shape us, guide us and our child, we can keep the storm out rather than letting it well up within us.

It’s not an easy or a carefree time. The road will never again come easy. The storm will come and go in its ferocity. So we must always do what we can to keep the bitterness, the rage, the anger f

ar from us. They are emotions that have no place in our lives and they can not be permitted even the smallest of footholds within in our hearts or spirits or even our words.

When you find even a hint of them, dig them out by the root, cast them far, and see to it that you flee from those who would encourage you to make them a friend.

Welcome

Welcome to my special education teaching e-portfolio. This website will highlight my work throughout the journey of completing a Master’s in Education with an emphasis on Cross-Categorical Special Education through Grand Canyon University. Born and raised in diversified learning environments relocating to New York and Puerto Rico, from public education system to post-secondary education to graduate (e.g., Catholic to Christian education) natural to choose Grand Canyon University to complete a Masters of Education Cross Categorical Special Education as my stepping stone for being as lawyer.

About me

My name is LaVelle Figueroaa, I am currently attending Grand Canyon University I am M.Ed. Cross Categorical with a concentration in Special Education. In addition I have a MS In Criminal Justice at Everest University formally known as Florida Metropolitan University Online . My undergraduate degree was Criminology, which obtained at the Pontifical University Catholic University of Rico Last but not least, I also acquired Associates of Science in Homeland Security at Everest University Online formerly Florida Metropolitan Online. Here you will find a collection of my work and personal philosophies relating to each CEC standard. I hope that you enjoy exploring my site!!!

I guess you nay wondering why I want to be come a "Special Education teacher"? The answer is that I, as a teacher, I can be of aid those student in Special Education, in addition, those who have drug and alcohol problems since I have taken some Christian counseling at Liberty University.

IFSP vs. IEP

The principal dissimilarities among “Individualized Family Service Plan,” (IFSP).and Individualized Education Program.” is that it changes to IEP at the age of 3. “What is the difference?” centers on the services youngster and relatives need to aid progress of their young person or offspring, while IEP centers on the learning abilities of the child.

Furthermore, IFSP is anchored on an comprehensive evaluation of the youngster’s requirements along with the wants and interests of the relatives. As quoted from Pacer Center “It contains 1) information on the child’s present level of development in all areas; 2) outcomes for the child and family; and 3) services the child and family will receive to help them achieve the outcomes.”

Services available through the IFSP are usually provided in the child’s home. The federal Individuals with Disabilities Education Act m (IDEA) states that services are to be provided in the child’s “natural environment.” This could include a child care setting, Early Head Start, preschool, or other community setting in which young children without disabilities would typically be found.

An IFSP is a document or written plan. The term “IFSP” also refers to the process of determining what services a young child with developmental delays or disabilities needs. It uses an “interagency” approach by involving representatives of several agencies (usually education, health, and human services) and other resources that can help the child and family. This process provides an opportunity for sharing between families and staff so that families can make informed choices about the early intervention services they want for their child and themselves.

An IEP is an education document for children ages 3 to 21. It focuses on special education and related services in schools. An IFSP is much broader. It is used for children from infancy through age 2, involves the family more, and may include professionals from several disciplines in planning for the child.

A “service coordinator” is assigned to assist the child’s family with the IFSP process. The service coordinator convenes IFSP planning meetings after contacting professionals who should be involved in the child’s plan and others the family would like to attend the meeting. The main purpose of the IFSP meeting is to offer information and resources to the family and talk about their concerns. A planning meeting must also define each agency’s role and financial responsibility in the child’s plan. Refer chart Below.

Chart of Similarities and Differences an Individualized Family Service Plan (IFSP) and the Individualized Education Program (IEP)
There are some significant differences between an IFSP and an IEP. This chart will help to inform you of these differences and avoid confusion as you discuss services for your child.
IFSP	IEP
This intervention model is implemented Ubetween ages 0-2 with the student with special needs and their family	sed in special education for children ages 3 to 21
This intervention program comprises the child's information current developmental stages.	Includes information about the child’s present levels of educational performance and participation in developmentally appropriate activities
The child's parents or caregiver have to consent to the Plans structure, because under certain circumstances the service coordinator may may include in the plan certain aspects family’s resources, priorities, and issues related with their children s developmental stages.	Includes information about the family’s concerns for enhancing the child’s education
After the team determines identifies the goals and concerns, the family determines which outcomes will be implemented on the IFSP	The IEP team, including the parents or guardians and related service providers who work with the child, determines the goals.
This intervention program strategies encompasses the main Includes the major outcomes desired for the child and family, as well as the strategies, timelines, and a plan to monitor progress and institute measurable yearly goals.	Includes measurable annual goals, academic and functionally, designed to: • Enable the child to be involved in and make progress in the general curriculum; • Describe how progress will be measured and how often • Describe how progress will be reported to the family
Includes the natural environments where services will be provided	Describes services provided in the least restrictive environments (LREs) and an explanation of the extent, if any, that the child will not participate with typically developing children
Includes the early intervention services and supports necessary to meet the unique needs of the child and family in order to achieve the identified outcomes	Includes the special education, related services, supplemental aides and services, modifications, and supports to be provided to help the child make progress and participate in developmentally appropriate activities
Team membership includes: • A parent or parents of the child by the • Other family members as requested parent • An advocate or person outside the family, if parent requests that the person participate • Service coordinator • A person or persons involved in conducting evaluations and assessments can commit resources	Team membership includes: • A parent or parents of the child • Regular education teacher • Special education teacher • A representative of the school district who • A person who can interpret results of the evaluations • Others who have knowledge or special expertise about the child
^Pacer^Center^{(2011)What is the difference between an IFSP and an IEP? Pacer Center:MN}

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