Iep Research Paper

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.

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).

Several students have IEP (individualized education plans) at my school. An IEP puts into writing the specific, individualized requirements for the child's education that must be fulfilled for that child to have an education which is commensurate with

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

The IEP is intended to help children reach educational goals more easily than they otherwise would. IEP is meant to ensure that students receive an appropriate placement, not "only" special education classrooms or special schools. It is meant to give the student a chance to participate in "normal" school culture and academics as much as is possible for that individual student. In this way, the student is able to have specialized assistance only when such assistance is absolutely necessary, and otherwise maintains the freedom to interact with and participate in the activities of his or her more general school peers. This program is very helpful for students because parents can work together with teachers to develop a plan, to help the student do better in school and to success in school. The IEP describes the goals the team sets for a child during the school year, as well as any special support needed to help achieve them.

The student’s present level of academic performance and functional performance and a statement of how the disability affects the student’s involvement and progress in the general education curriculum. Preschool children must have a statement explaining how the disability affects the child’s participation in appropriate activities.

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.

The meeting was for K.H., who is in Mrs. Hunter’s class full time. J.H.’s mother, Mrs. Hunter, Mrs. Harvey, Miss Revell (Staffing Specialist), Mrs. Ott (Speech and Language Pathologist), Ms. Izette, and I were present at the IEP meeting. This student receives speech/language services and occupational therapy during the school week. Mrs. Harvey introduced all of us to the mother and Mrs. Hunter started the IEP meeting.

It is fitting to see why IDEA, the federal law that governs special education, makes the parent’s role on an IEP team, the primary decision maker. After all, not only does the parent have the highest legal responsibility, they are also the ultimate expert on the child. The input they provide to the team is undoubtedly considered to be the most essential and invaluable. Granted, still, I didn't realize just how discernible and critical their role is until I witnessed a parent in action during an IEP meeting at Donner Elementary on September 08, in Elk Grove.

Each child is evaluated to see if they meet the IDEA requirements to receive IEP. All states are required to have an annual report on each child, even special education students, on their performance improvements and progress (28). The IEP decides if a child needs modified assessments or assessments depending on what tier they fall under in the multi-tiered system. The multi-tiered system is basically three different of support for a child to succeed(4) The first level is universal which is the general students (7).The second tier is a more specific targeted group that might need extra instruction (7). The third tier is the more intensive tier where instructional sessions of longer duration (7). The IEP team is the people who assess and collect the data of a specific child to find out what tier they’ll be in and assess from

In the field, an educational system is only as good as the leader, and being a leader does not exempt anyone from not understanding regulations. The persons in the case study needs to be enlightened on the IDEIA and the services rendered. In this case, the principal and assistant principal should be involved because expression of not understanding services has been made apparent. Additionally, it would benefit special education teachers for collaborating in the process. These professionals have an eye view of the IDEIA and are required to attend the IEP, which is formulated through the IDEIA. Furthermore, these professionals can explain and establish the supports needed in the placement process, which can further collaboration in the education system. As well as, the local district may need to be utilized in the process. Considering the IDEIA requires for the teachers to be highly qualified in the profession, it is fitting for the administration to abide in these requirement, as well. These leaders can evaluate the school district and determine whether leaders are proficient enough in understanding the IDEIA and other acts required through legislation. Additionally, an advocate for Special Education services could be valuable to the process. The special education advocate is responsible for understanding the laws and regulations to help ensure parents and students have established and maintaining services. This could help the process by allowing for administrators to understand the importance of services rendered and collaborate of how these services can be better delivered. Additionally, providing of extra resources may be proved through these

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)