Spe 514: Mock Iep Essay examples

These families may have moved to the United States from a foreign country and are unfamiliar with the education system or some may hold different values about education. Many families from different countries are not aware of the special education process and enter an IEP meeting expecting the usual parent-teacher conference and instead are overwhelmed by the large amount of professionals in one room. These parents could greatly benefit from receiving background information or watching a video explaining the process before attending their first IEP meeting (Lo, 2012).

Throughout our lifetime we go undergo many transition, however the move from high school to the adult world is considered the most important. During this transition we are able to explore many things such as our interests, abilities, and talents. We feel more independent since we are able to set goals and make certain decisions regarding our future. When a child reach certain age, a transition plan will play an important role in his or her IEP, during the meeting this plan will develop, rationalized, and reviewed annually. The transition plan must derive from transition assessments that are proper for the student’s age as stated under the Individual with Disabilities Education Act.

Corpus Christi Independent School District, 1995 the attendees were, John E. Buser, Jr. (an autistic twenty-nine-year-old-man), John E Buser, Sr., Virginia Buser, and the Corpus Christi ISD personnel (Shirley Selz, Gary Thomasson, Hall and Marks). From 1985-86 school year, John Jr.’s parents participated in ARD and IEPs committee meetings for students with disabilities. The IEPs are important and critical to the parent participation in provide parents with opportunities to engage in discussion about their child and offer their opinion for recommendations (Lecture 5). The parents disagreed and agreed in the meetings with the proposed IEPs but in April of 1986 the participated in an ARD meeting where they did not agree with the ARD committee’s recommendations for their son. This was then brought to

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.

After successfully completing his five first academic years in a public school setting, Jerry was diagnosed with several medical problems. The diagnoses were attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), and a conduct disorder (CD). Afterwards, the team that conducted Jerry’s Individualized Education Plan (IEP) decided to place Jerry in a special education setting. The special education team decided that he would be considered successful if he achieve to follow instructions from his teachers 80% of the

“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

Although knowledge provided by textbooks is essential, being able to receive advice from someone whose daily life is spent teaching and interacting with students with exceptionalities is also very valuable. When I asked for advice that would be helpful for new teachers who will work with students with special needs, I received a plethora of suggestions. Ms. Moos said that a new teacher needs to have high expectations for all students, including those with exceptionalities. She also said that it is important to keep in contact with special education teachers and the students’ parents. The one piece of advice that stood out to me was to no believe everything within an IEP. Ms. Moos said this with caution. She noted that the information provided within an IEP is important and useful, but if not read with proper thoughtfulness one may understand the student differently than they may be. To combat such a situation, Ms. Moos, first, recommended that we get to know the student first before we judge them based on their IEP. She also suggested that the circumstances in which the parts of the IEP were based on may be different than circumstances a student could currently be in. This piece of advice, along with tips, gave me a new perspective on approaching an IEP.

On September 18, 2017, I received the opportunity to observe a triennial IEP meeting for B.T., a 13-year old male who attended the 8th grade at Northern California Preparatory, a non-public school. The IEP meeting consisted of a few key members such as the program specialist, a representative-special education teacher, school psychologist, B.T. and his parent, their advocate, and another member of the school. The reason for this meeting was to reevaluate the student’s special education placement and if B.T. could transfer back to a public school.

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A meeting attended by Ben’s parents, the special education teacher, the school psychologist, and myself is held to prepare an Individualized Education Plan (IEP) for Ben. We discuss the specific accommodations that will help Ben be successful and set goals for his progress. Ben’s IEP calls for pull-out reading and language arts instruction in the special education classroom, preferential seating in the general education classroom, and small-group testing. Goals are set for sight word recognition and reading fluency and

EE107 is a 12 year, 3-month-old girl in the 5th grade student at ABC Elementary School. She previously attended Pitt County schools. EE107 has a history of frequent absences. She was retained once in kindergarten and for a portion of her 4th grade school year, was placed in a transition classroom. EE107’s scores on her 4th grade EOG tests and her math and reading iReady assessments indicate that she is performing below grade level and will need intensive academic support. Her teachers report that she has significant academic challenges. She struggles with basic reading and math skills. They also noted that she has trouble applying her knowledge to problem-solving scenarios. Her teachers report that EE107 is a hard worker and is well-liked

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.

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).

Students with ASD require education in life skills during the school day that provide them with the necessary skills for a post-secondary life. Although students with ASD can be high functioning, many lack the skills that would be needed for an independent lifestyle. In order to help the student attain these skills, an IEP team should create a Transition Plan for the student, which must be “individualized and carefully tailored” (Szidone and Ruppar, 2015, p. 148). According to Szidone and Ruppar (2015), transition planning is a coordinated

IDEA was revised to safeguard students with disabilities whose conduct inhibits academics have those behaviors addressed in their IEP. It is the obligation of the IEP team to evaluate the discipline code of conduct and decide what specific assistance and instruction the student may need to comprehend the code of conduct and regularly exhibit the correct classroom and school behaviors beneficial to their academic education. The team has a duty to recognize and address the complications that may possibly arise and could be associated to the student's disability, and create procedures that will diminish the chance that such transgressions will happen. The team must plan to deliver variations and rewards for those behaviors that entail an intervention