Readability Of Individualized Education Program (IEP)

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 Individualized Education Program (IEP) assignment for EDUU 601 included two goals with objectives and an IEP for the student. An IEP is developed for an individual student who has been determined to be eligible for special education. The persons involved with the development of an IEP include the parents, teacher, psychologist, service providers if needed, the student if able, and any other individuals from the school or district that are appropriate. The services provided could include, behavioral services, speech therapy, assisted technology, adapted physical education, or occupational therapy.

Perspective 1: Every child has different needs and the main reason why an IEP is created under the IDEA is to provide the students' with disabilities to have the same

Action: MHP and MHS attend the IEP meeting at Clarence’s school with the DSS worker and adoption worker. MHP provided support to MHS as she answers questions regarding Clarence’s behaviors in the home and community. The school official review the past IEP and explain the classes from that school district is not offered at Berkeley Middle. The DSS worker asks questions about assistance in the class room and request an update of skills learning. The school official provides each person a copy of the IEP plan.

First and foremost, this toolkit is a support for educators during the IEP process, which is a time when teams are deciding on placement and choosing appropriate supplementary aids and services. The toolkit includes questions to think about during IEP meetings and steps outlining the important aspects of the process. It is an invaluable guide for educators, especially when there is some gray area or difficulty making decisions on how best to serve the child with disabilities in the general education classroom.

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

Individual Educational Plans (IEPS) are a way in which teachers and the school system can address special services that provide programs for children with delayed skills or disabilities. A child that has difficulty learning and functioning and may be identified as a special needs student is the type of candidate for an IEP. However, in order for there to be a fairer way to administer and develop programs so that children may take advantage of them, there is a process and set of procedures necessary prior to implementing the IEP that is important so that fairness and equality are assured. In fact, one of the Special Education Standards, III, notes "The special education teacher knows how to communicate and collaborate effectively in a variety of professional settings." (See Ahearn, 2006).

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

IEPs are studied by educators yearly or when parents call for a review. When it's mandatory, teachers and parents can make changes to IEPs. Parents are permitted to give endorsements for IEP alterations and plea any divergences they have with policy amendments and debate possible concessions with educators. Parents can also appeal for more testing, assessment by a free committee, and pursue extra alterations when they differ with an IEP. If needed, parents can succumb a protest with the suitable government activities. These agencies are managed at the national level.

Schools must collaborate with parents and students with disabilities in the planning and implementation of special education and related services. The parents’ (and, whenever appropriate, the student’s) input and wishes must be considered in determining IEP goals, related-service needs, and placement

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.

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.

The IEP’s main focus is to ensure that the child has the same opportunity to be educated as his or her non-disabled peers (Price-Ellingstad, Reynolds, Ringer, Ryder, & Sheridan, 2000). An IEP is developed by the IEP team and takes into account the strengths of the child as well as parental concerns for enhancing the education of their child. It also provides the results of the child’s initial and/or most recent evaluation and the developmental, functional, and academic needs of the child (Price-Ellingstad et al., 2000). The plan must be reviewed at least annually to determine if goals are being met, but can be reviewed more often if the situation warrants. An IEP contains information about the child’s present level of academic achievement and functional performance, including how the disability affects the child’s participation in appropriate activities if appropriate. IEP services must be provided in the least restrictive environment (LRE) to support the child’s participation in the general education curriculum with his/her peers (Price-Ellingstad et al.,

This plan develops, reviews, and revises at least once a year by a team that is included educators, parents, and the student with appropriate age. It is an important legal document that emphasis on the special education and its related services. This plan helps children to be successful in their academic careers. IEP creates modification in the curriculum that help children to learn general education. It also provides special services, such as speech, physical, and occupational therapies. Additionally, this program accommodates the students with disabilities with an extra time, so they can complete their assignments and tests. The students with disabilities are also provided with the special equipment, such as cans, walkers, crutches, wheelchairs, specialized exercise devices, and the specialized desk or table, and chairs for an appropriate posture development. Plus, they are provided with assistive technology software’s, for example, speech recognition, screen reading, argumentative and alternative communication devices, and academic software

The Individuals with disabilities act (IDEA) was reauthorized in 2004. Reauthorization of IDEA focused on the Individualized Education Program (IEP) document. Initially, the individualization of programing was to arrange suitable services of each child with a disability. Parent and educators praise this feature of IDEA legislation. Even with the support educators and parents for IEPs, they still had some criticism of the process. The quantity of paperwork required to complete a compliant IEP frustrates teachers and parents. During the reauthorization of IDEA in 2004 parents’ and educators’ concerns and desires of less paperwork were discussed and taken into consideration. Legislatures made modifications to IDEA to align the requirements with the No Child Left Behind Act (NCLB) of 2001. Multiple changes to the requisite components of the IEP were made in IDEA 2004.