Educational Decision Making For Children With The Disability

The IEP is created by a group of individuals who play an important role in the student’s success. Those that should be involved in the creation of the IEP are the parents of the students, at least one regular education teacher of the student, at least one special education teacher, a representative of the LEA who is able to supervise the plans, someone who is able to interpret evaluation results (may be someone already on the team), any other person who has knowledge about the student, and whenever possible, the student with the disability (Gibb & Dyches, 2016). The evaluation results will be used to decide the child’s eligibility for special education and related services and to make decisions about an appropriate educational program for the child. Once the student is tested and determined eligible for services the IEP must be written.

The Individuals with Disabilities Education Act (IDEA) greatly emphasizes the participation of the child’s family during the Individualized Education Program (IEP) process. Parents and/or caregivers are considered one of the most essential members of their child’s IEP team. Their involvement benefits their child’s overall academic success. Unfortunately, full parental involvement does not always occur and there can be many different reasons for their nonparticipation. The IEP process can be a very overwhelming experience for families with children with special needs, especially for those who are culturally diverse. It is the job of the professionals and special education teachers to understand the importance of collaborating with family’s

In the video, it discusses the main purpose the to discuss the student behavior. I also notice that they included a parking lot for when the meeting gets out of topic we can write down in the parking lot and address them at a later the end of the meeting. Also, the team must discuss the main goals to create strategies to help with the student educational goals. In the video, it discusses the student overall progress and behavior and set out goals was to create strategies to improve student behavior at school. In addition, reviewing to IEP checklist I believe the difficult part is not getting off the topic. They will be parents that are unhappy or don’t agree with the results that can cause tension and frustration. The purpose of the meeting is to collaborate and coming into agreement strategies to improve on the child goals. It will be difficult to stick with the agenda when the parent has other topics to address instead of the goals that are presented. Facilitated IEP are beneficial with complex IEP meeting issues especially when knowing beforehand situations have been complex. A facilitator supports the general IEP team that is conducting a IEP meeting. The team members run the meeting while the facilitator main purpose is to intervene and upholds the peace, while assisting the team to focus on the real issues and goals in

This is within the 5-day timeframe outlined in Idaho Code 4 CFR 300.323(e)-(f); IDAPA 08.02.03.109.f.. As the school administrator, it would be imperative that you review the Eligibility Report and current IEP and ensure that all services, accommodations, modifications, etc. are provided to this student until the meeting occurs. This would include any services comparable to those that the student received on the incoming documentation. Any teacher/therapist that will be working with this student should also receive a copy of this paperwork and be asked to review it prior to the student starting school. As the administrator, I would discuss this information with anyone that might be working with the student and come up with a plan to ensure FAPE during this 4-day window prior to the scheduled meeting. (Idaho Special Education Manual, p

All children with disabilities are entitled free public education not matter how severe the disability is. Specially designed instructions, related services, and supplementary aids and services have to be provided. An IEP has to be developed and implemented to meet the needs of the child with a disability. It is the public school and local school board in charge

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

The special education teacher is in charge of informing the family on when and where the Individualized Education Program will take place. The family of the student will discuss the necessary content of the individual’s program, how reports will be received to express the child’s progress, and who will be included within the Individualized Education Program team. There will also be considerations in the development of the program, the specific role of the regular education teacher, and the requests of review and revision of the Individualized Education Program. Overall, the family plays a huge role in developing the Individualized Education Program and the parent’s consent must be obtained in order for the IEP to go forward or even be altered.

During the meeting, several issues are address such as concerns, activities, questions and changes in IEP goals. Student’s placement in a special education program is decided by the IEP team after parents or facilitator gives the ok for the students to begin receiving services that they are in desperate need of. Some decision that at made at the meeting are not always done with all parties in agreement with what needs to change. Some parents don’t agree with some of the services that will be provided to their child but, will need more time to think about the services and need the reason why some decisions where consider for their child, but never receive it. Some parents never agree and do not give their written consent for the services their child has received. When this issue is not resolved parents have the option to ask for mediation and a hearing but because of the backlog with the meeting process they feel that the meeting will not take place and their voice will never be heard. Parents know that in order to participate in their child’s IEP, teachers and the IEP team must know the students disability. Several Parents complain that some of the parties at the meeting do not know who their child is so how recommendations for services’ can made. Parents send principals letters demanding answers to their

While in conversation I came to learn that parents have a major role because they are the advocate for their child and they have a common right to be a part of IEP meetings. Not limited to making decisions on how the student will be taught and where they will be taught. Mrs. Mangum stated, “Every school has a special education

When it comes to education, special education is a much needed service for students with disabilities. In order for students with disabilities to succeed in life, it is imperative to expose them to as many educational tools as possible. Individuals with Disabilities Act (IDEA), 2004 solidified equal education opportunities for persons with disabilities. Researchers Diliberto and Brewer (2014) indicated that working together as a team to develop an effective IEP ensures academic success for students with disabilities. So, how important is an IEP? According to Diliberto and Brewer (2014) the IEP is the major key to planning the student’s instruction and provides an intervention to their educational needs. Diliberto and Brewer developed six tips that would assist an educator with having a successful IEP meeting.

Schools must provide prior written notice before initiating or changing the educational plan of a student with a disability. Parental consent is required before an initial evaluation or before making changes to an IEP. Parents have the right to access

Parents have special knowledge about their child that school personnel might be unaware of. This aspect of parental involvement is especially important when applying special education services for a child with disabilities (Smith et al., 2005). That being said, parents need to understand that while they know a lot about their child overall, the school knows a lot about their child in an academic setting. It is very important to have open lines of communication and mutual respect for each other; to be able to bring together these different aspects of the child to create a successful intervention allowing complete access to education.

All the ethical principles stated on “Council for Exceptional Children,” play a vital role in the special education field. I chose the three ethical principles that are most important to me, i.e. the essential ethical principle that any educator must have in order to serve a special needs student and their families. Principle number five states that, “developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making;” I truly believe that, effective communication between educators and families of special needs students is the key for success; not only for the educator, but also, for the student. My daughter has an IEP and, it took me and my family a few years to fully understand the system and also, understand what kind of learning disability she has. There was no support and effective communication between the school and our family, hence, the process was extremely hard for me and especially, for my daughter. When I left my job about 3 years ago and decided to return to school, my biggest motto was to receive my degree and eventually, be an asset to families and their special needs child.

All students, even students with disabilities, are to be provided with accesses to the general education curriculum. The general education teacher provides the framework of the curriculum and content standards for the academic courses. They are the content specialist. Effective teaching strategies, accommodations and modifications to the curriculum are under the responsibility of the special education teacher. Their primary role is to make the curriculum accessible to the student with disabilities. In my district, the school psychologist is the case manager for the individualized educational program (IEP) team. In addition to testing, evaluating and interpreting the data, the school psychologist runs the IEP meetings. The role of the counselor is to provide guidance through course planning and to serve as a resource for the student and the parent as the student navigates through school. In addition to the counselor, our school has a transition facilitator. This individual is another counselor that serves in the capacity to guide the student through issues of transition to high school, peer issues as well as emotional or behavioral support. The may also include other support professionals, such as a speech pathologist, or physical therapists, depending on the needs of the student. The last two members of the team include the student and the parent(s). At the high school level, the students can participate in their own

Provide Assistance with children who have an IEP It is understood that when a parent is worried or concerned for their Child’s academic performance they contact the school to set up a meeting with the school's child study team. A child study team consists of a psychologist, a learning disabilities consultant and social worker. From that point on they will discuss the needs that would be better suited for the child’s academic performance. For instance, the social worker along with the child study team must follow certain guidelines set by law and must be included in every Child’s IEP. For this reason it must state the Child’s performance in school during the present term, it must also include educational goals, including the support and services that the school will provide to help each student meet these goals, it also includes modifications and the accommodations to help with their progress, accommodations when taking standardized tests, and a report of how and when the school will measure the child’s progress toward annual goals, and the transition planning that prepares for life after high school. (Stanberry, 2017)