An Analysis Of Special Education Student's IEP

In this mock IEP meeting, we examine John Grohman from Kelsey Elementary School. John is a 2nd grade student who has Asperger’s Syndrome. He is a student who has extreme behavioral problems. John’s parents are extremely concerned about his behavior at home and at school. In this mock IEP, we look at John from his parents, special education teacher, administrator, general education teacher, and evaluator; to get a better picture of what is needed to help John be successful.

Prior to 1975, no federal requirements existed for students with disabilities to attend school, or requirements for schools to attempt to teach students with disabilities (Salvia, Yesseldyke, & Bolt, 2013, p. 25). However, upon the enactment of several federal laws, such as Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB), student with disabilities received access to free, appropriate public education which in turned required students with disabilities to participate in statewide assessments. According to Public Law 94-142 (now included in IDEA), it requires an individual education program (IEP) for students with disabilities. As part of the IEP, it contains items such as present levels of academic achievement and functional performance, measurable annual goals, criteria of progress, special education and related services as well as documenting any necessary accommodations needed for statewide assessments. The author provides a comparison of statewide assessments including items such as participation, accommodations and types of assessments between the states of Texas and Massachusetts.

The authors suggested that the ILP and the IEP planning processes should be more closely articulated through a collaborative exchange of information and coordination of goals. They further suggested that students with disabilities be exposed to a full array of career pathways, and for students to assume leadership roles within their own planning process – with active family involvement and support throughout the process.

Special education students are delayed in there learning process. To resolve the gap in learning abilities Individual with Disabilities Education Act (IDEA) obliges by law that all public schools to create an Individualized Education Program (IEP) for every child that receives special educational services. IDEA inspires to create an effective relationship amongst the parents and school that boost an educational team with the goals of providing the student with proper services (Mueller, 2009). In Each IEP meeting it involves the IEP team, IEP sections that addresses the student with disabilities educational progress.

Beakstead, personal communication, October 31, 2013). Alternately, another student’s area of concentration might be based solely on independent living skills at home or with caretakers, and less focused on academic goals. As the goals are implemented by the special education team the student’s achievements can be evaluated daily, weekly, or monthly and in independent and group settings until mastery of the IEP goal is achieved, and where the learning goals of the IEP are age and skill level appropriate and address the future needs of the student. Additionally, these experiences encourage opportunities to practice new knowledge and skills, where teacher-directed and student feedback is available, and where instructional practice and student expectations can be reflected on and adjusted if necessary (Johnson-Gerard, 2012).

148). In order to create this IEP, the team must identify the goals that must be met before a student could transition effectively. The team could use several nationally accepted tests to determine the deficits of a student so that they could create a plan of intervention for the student. Using the data they would create an IEP that outlines the students postsecondary goals. After determining the postsecondary skills needed to become independent, the IEP team must create an IEP that outlines the goals after school and their current academic goal neatly intertwined. Szidone and Ruppar clearly state that team members, students with ASD, and their families all need to see a clear link between the goals learned in high school and post school aspirations (2015, p. 148). It is important to make the IEP useful for future endeavors such as employment, education, or independent living. A difficult task when creating a Transitional IEP is to ensure it is measurable

As educators we will come in contact that will include people of all walks of life. We are called to serve without expectation. Writing a transition plan is based on the student’s team needs. The transition plan is planned backwards, where the special education, including the parents and the student if possible, begins setting the goals of what the student will do once they have left school and moved to postschool activities” (Flexer, Baer, Luft, Simmons, 2013). Once the goals have been set then the team will determine the best method of how to accomplish these goals with the appropriate type of what training, education, and interventions that might be needed (Flexer, Baer, Luft, Simmons, 2013). Students who have a disability are entitle to a free education by attending a public school that will meet their needs. Students who have a disability must have an (IEP) Individualized Education Program. That must be reviewed annually. Out of the four main approaches to transition is ecological and

Usually high school students meet with the counselor and follow a determined set of coursework in order to graduate high school. However, if a student has been identified as a special needs student, the process of signing up for classes is not as simple as for other students. When trying to earn a high school diploma, special education students encounter difficulties not faced by their peers. The first step is for parents, school staff, and the student to meet and determine the best option for the student in order to receive a diploma. Determining the student’s path is called an IEP, individualized education plan. All special education students have an IEP that identifies the courses they will take in high school and the plans they will pursue after graduation. Students may choose from four paths: the traditional pathway, the career pathway, the occupational pathway, or the certificate of completion. The traditional pathway, which most advisors put the student on at first, allows the student the option of going to college. The next is the career pathway, which does not require a student to have an eligibility ruling for special education but still is another option if the student cannot obtain a high school diploma through the traditional path. Third, occupational pathway is a way to receive a diploma and not have to achieve as many credits or pass state test, but is still a difficult process. The last option for special education students is certificate of completion.

In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and

Students with learning disabilities require transition services as they enter high school. These transition services allow for students to and their families to be prepared, and successful for life after high school. These transition services are listed in a student’s IEP, and may require certain education and training classes to prepare for employment, or preparation for living situations; for some LD students the focus will include transitions for independent living skills. These transition services are all ways to promote and teach self-advocacy in students, and encourage families to aid in planning for their child’s future.

2- On the other hand, IEP provide services for children from 3 to 21 years. IEP includes a report of information about the child’s present levels of educational performance, strengths, needs and participation in appropriate activities. IEP measure outcomes designed to ensure the child participate and make progress in the curriculum and appropriate activities with his/her peers.

According to Pyle and Wexler (2012), students with disabilities are disproportionally represented in high school graduation rates. Millions of students with individual education plans (IEPs) lack a high school diploma which then in turn affects their ability to secure

An IEP must include a statement of measurable and appropriate goals to ensure student progress, a statement of special education services to be implemented and provided for the student, a description of all needed related services and classroom modifications, and a description of the setting in which educational services will be provided (regular classroom, resource classroom, self-contained classroom, separate school, etc.) Once a students IEP has been determined and implemented it must be reviewed at least once per year to monitor progress and the goals should be reevaluated once every three years (Duke University School of Law).

A course of action to assist a student be more realistic about their future, is to write a relevant measurable goal using the NSTTAC’s standard using Indicator 13. Indicator 13 is a tool that measures if an IEP meets transition requirements. It evaluates if the IEP goal is measurable and if it will help the student meet post-secondary outcomes. The more substantial the disability is, the more critical it is to prepare, plan, specify, investigate, coordinate, and support the individual. (2012) A cooperative team approach, comprised of the student, parents, teacher, LEA representative and anyone else that can benefit the student, can assist the student as well. Establishing an open and honest dialogue with the student, addressing their strengths and limitations, can also help the student be more realistic when planning for their

The main objective of high school is to graduate but what happens when one does not graduate? Lower wages, increased chance of poverty, increased likelihood of experiencing unemployment, higher rates of crime, poor health due to stress and or insufficient health care. How can we prevent this from happening? Reducing the number of students who drop out of high school is an urgent national policy issue. Despite protections established under Individuals with Disabilities Education Act (IDEA), as well as numerous drop-out prevention initiatives, many students with disabilities have higher rates of dropout than non-disabled peers. Approximately 75% of the nation’s students graduate high school in the expected four years graduation track. Some students may fail a grade or two and take longer. Fewer than 55% of students with disabilities graduate high school with a standard diploma. Each year about 40% of students with learning disabilities and 65% of students with emotional disturbances drop out of high school. (Pyle & Wexler, 2012) There has been an increase to provide students with more integrated co- teaching settings or inclusion. According to the U.S Department of Education the national percentage of students served under IDEA, ages 6 to 21, and being educated in the general education environment for at least 80% of the day, has increases from 43.3% in 1995 to 52.1% in 2004. That number continues to rise as using the 90/80 rule, which states that 90% of the special