VIDBE-Q Volume 67 Issue 4
transition and the intervener. The superintendent had to step in to resolve
matters. Because we utilized IDEA, all issues were reconciled in Ivey's favor.
Transition plans from within the IEP team from Alto Park Elementary to
Model Middle School became more cohesive with less disruption to Ivey's
academic progress. We removed the responsibilities of being the case manager of
Ivey's IEP from the classroom teacher. We requested that Erica, the teacher of the
visually impaired, take over the duties of the case manager. This adjustment
allowed someone with prior knowledge of deafblindness and Ivey's specific
educational needs to be at the helm of her IEP. A new special education director
was put into place during this time, and made it all possible. By him simply saying,
"Yes", everything fell into place. As mentioned, Erica reemerged as Ivey's teacher
of the visually impaired, and became the case manager over Ivey's IEP. Having
one person to oversee the IEP consistently, provided stability to the team as a
whole.
This year, the transition to Model High School has been near seamless. A
new special education administrator resides. Still, communication between the
team and administration is open and encouraged. As the case manager, Erica
facilitates collaboration between classroom teachers, service providers, and the
intervener. For the first time during transition, we did not travel backward into the
throes of Deafblindness 101. Gears kept grinding. Within the new framework,
