IEP Toolkit Summary

When learning about Intellectual Disability (ID) it is important to explore the subject with people that work with students of ID. The (SPED) special education team placed together for a student in order to determine the students individual education plan (IEP). This SPED team consist of: Special Educator: Mr. Richard Franklin, General Educator: Ms. Rama Smith (Spelling, Literature), Speech Therapist: Mrs. LuDonna Martin, Principal: Mr. John Denton, Community Organizer and Retired Teacher: Mrs. Nelda Clements and I as the Special

I interviewed Mrs. C. Mangum, a former English teacher, who is now a principal in Johnston County, North Carolina. In the beginning of our interview, Mrs. Mangum stated, “All children with exceptionalities are no different than non-disabled students, and should be treated as such.” The student is the main focus and the IEP goal and specifications are centered around them. The student, if found eligible, have the right to receive a free and appropriate education in a least restrictive environment that will allow for greater learning and achievement.

“The IEP, Individualized Education Program, is a document that is developed for each public school child who is eligible for special education” The IEP describes how the student learns, how the student best demonstrates that learning and what teachers and service providers will do to help the student learn more effectively. When developing an IEP the team will consider how their students specific disability affects their learning and come up with goals and objectives that will accommodate those needs and place the student in the least restrictive environment to achieve the goals and

Chapter two of the Spinelli text covers the special education process including assessment for referral, classification, placement, and programming. Spinelli’s text outlines the referral process, the components of a comprehensive educational evaluation, and the components of an IEP. Additionally, chapter two explains parental/guardian rights during the assessment process and the development of the IEP. Finally, Spinelli describes parental/guardian rights to request a mediator or their right to a due process hearing when they are dissatisfied with the educational services their child is receiving.

Ian is a 2nd grade student who is non-verbal with a hearing impairment. He needs support in a classroom and home environment to help gain an ability to communicate. Ian uses visual tools of an electronic PECS system to be able to receptive and express his language. The student hearing impairment is not severe and he is able to use sign language and hearing device to communicate with his teachers and a paraprofessionals. Ian’s classroom setting is a part of the Delaware Autism Program (DAP) and his IEP suggested his least restrictive environment suggested he be in separate school for other students with Autism. The students in the classroom uses visual tools such as a smartboard and schedules to help guide the classroom routine. In addition, the teachers and paraprofessionals in Ian’s classroom provides an electronic devices of a PECS system to allow Ian and his peers to be able to communicate.

The Problem: IEP’s were recommended for all children who are receiving support for a special educational need and are designed to set out targets that are understood by all those involved; teacher, parent and child. They establish the steps that each person will take to ensure that these targets are achieved and the child makes progress towards losing the gap.

This article also touched on some ways that collaboration is important when working with intervention methods. Classroom needs such as learning to communicate, answering questions, persistence, and using clear instruction, are all things that need to be talked about at the collaborative IEP meetings. The classroom needs must be met in order to have behavioral and academic success for students with

Questions was,” some educators believe that all students should have a IEP. What do we think about this”? “No Child Left Behind aims to (a) increase the academic performance of all public-school students, and (b) improve the performance of low-performing schools” (Yell, Shriner, & Katsiyannis, 2006, p. 5). This quote is one reason I see the concept of why we could consider that all students have IEP plans. Though I agree all student should have a IEP, there should be a special education for students with learning disabilities, but GIEP for example for general education students individualized plan for them. we need to understand that prior to the 1970 parents didn’t have input into their child’s IEP education plan, so we need to protect that. Students all work and learn at different levels, so we need to have goals, for the students to make sure they do

Development of the IEP: During this stage of the IEP process, the IEP team will complete a thorough analysis of the information, and they will create the Individualized Education Plan for the child. The IEP team will sit down with the child’s family and discuss a learning plan. In addition, they will discuss ALL additional accommodations that will be necessary for the student. They will also discuss potential curriculums for the child. Once this team reaches a consensus, the child will now have a finalized IEP plan. Now the child and family will have an IEP plan to

The IEP process is time consuming and it is complex, it is a legal document that will help the school to provide the help Juan needs. This counselor will meet with parents to help them understand the process and to set an IEP for Juan. In the meantime, Juan can have a 504 accommodation to help him with the helping process for his dyslexia. The teacher and this counselor will set goals for Juan to improve with his dyslexia. Goals should be measurable and attainable. One goal will consist that Juan will complete his math work with a calculator, math charts, manipulatives, and lists of formulas. Another goal will be that Juan will edit his work using text-to-speech, spell check, and an editing checklist. This counselor will follow up on Juan’s progress on homework assignments, class work, and assessment results by meeting with the child during his study hall hour once a week. To determine progress, the counselor will ask Juan to demonstrate at least one strategy he utilizes for note taking. Juan will independently use assistive technology to drafts reports (U.S. Department of

Any parent or teacher can request an evaluation and assessment of their student. Next a prereferral team (PRT) is created; this includes special education teachers, the general education teachers, psychologists and administrators. The PRT will first implement a variety of alternative instructional methods and strategies (Hallahan et al., 2012, p. 25). If the student continues to have difficulties in school he or she will have a complete special education evaluation completed. If the assessment denotes the need for special education services an IEP is created. An IEP is a “legal document” that creates an individualized education plan for students with disabilities and it also serves as a “communication tool” between parents and teachers regarding the student’s progress. All students between ages of three and 21 with disabilities and receiving special education services should have an IEP created for them and this document is reviewed annually. An IEP team comprised of the child’s parents, a range of teachers including a special education professional, a local education agency representative and the student (if able or suitable) develop an IEP. Children who have diagnosed disabilities or developmental delays before the age of three have an Individualized Family Service Plan (IFSP) created. The IFSP provides the families with tools and resources to help aid the child’s

pupils having access to an education that gives them the opportunity to reach their personal

“The IDEA requires states to establish procedures to ensure that all children with disabilities are properly identified and evaluated.” (Russo & Osborne Jr. , 2008, p. 81) The process is broken down into 10 steps. First step in this process requires the identification of children who are in need of services. During the second step of this process students are evaluated and eligibility is determined. If a child is determined to be eligible for services it is during step 5 when an Individual Education Profile (IEP) meeting is scheduled for the student. During step 6 the students IEP is written. Step 7 of the process indicates that services is then provided. Step 8 includes the child’s progress being measured. During step 9 the IEP is reviewed

Students with delayed skills or other disabilities are eligible for special services that provide individual education programs in public schools. These services are offered free of charge to families. These services include Parents as a part of their child’s education team. Parents work with educators to develop a plan called the Individualized Education Program (IEP). The program is designed to help special education students be successful in school. The document describes the goals set for a child during the school year. The document also explains any special support needed to help students achieve their goals. Once the document is developed, the student's services and individualized program begin. The document defines what constitutes

Education is part of children’s life not for their future, is part of a living experience and so the curriculum should cover a variety of real life situations.