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Reflection about inclusive education
The principles of inclusive education and why it is important
The principles of inclusive education and why it is important
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Recommended: Reflection about inclusive education
What was your biggest “take-away” from this module? The biggest take-away from this module is going through every part of the IEP and what is need for each section. What was of most value (or surprising) to you in learning about the 12 main parts of the IEP? I was surprised to learn an IEP has 12 sections, dealing with IEP’s for myself most of my life not a lot was surprising. However, I never new all the part or really looked at every section in depth. But I didn’t realize the depth the school goes through to create one. What new learning (or example from your own experience) can you share regarding the stakeholders in an IEP? I never rally new or realized that so many people where considered stake holders, attending my own as well as
One important feature that all three documents share is that they all help to ensure that the educational needs of the student is met. The 504 Plan helps students who require non-complex accommodations, the IEP helps students between the ages 4–21 with learning disabilities, and the IFSP helps infants and toddlers with developmental disabilities. Another feature that all three documents share, is that all require parental or guardian involvement; on the last page of each document is a space for a parent or guardian’s signature. Correspondingly, the parental safeguards are addressed in each document. Additionally, all documents ask for the names and titles
“In the Grand Blanc School District, 9% of students have an IEP (Individualized Education Program). An IEP is a written plan for students eligible for special needs services.
That is, the IEP must document the student’s historical accomplishments and how their disability impacts their progress of the general curriculum. There should be annual goals, both academic and functional, that focus on what the student can reasonably accomplish. There should also be benchmarks that measure progress and communication processes that inform parents and other parties of the student’s progress. The IEP must identify which special education services will be used, such as supplementary aids and communication devices. The IEP must estimate how much of every school day will be spent separate from nondisabled
I will be using two assessment tools when conducting the final evaluation assignment, the SETT and the WATI. Before making any AT decisions it’s important that the IEP team collect initial data using a systematic and multidimensional approach (Marino, 2006).
*** Special Education - Are there skills (disability related) necessary for the student to achieve the outcome? If so, identify the type of skill the IEP goal should address and write goal in IEP.
My experience an educational assistant has been both challenging and rewarding. For example, Some students were certainly challenging to work with as they gave off a hue of discomfort and disinterest. During one class period, I was tasked with helping a student finish his Algebra assignment that required him to solve for variables on a worksheet. The student did not understand the assignment and was clearly reluctant to complete it, despite already being late to turn it in. I was able to demonstrate patience by spending two whole block periods with the student while working on the assignment until he was able to grasp the concepts being taught. During this experience, I tried not to appear demanding or frustrated since I knew this would only discourage the student from trying. Instead, I
Werts, M. G. (2002). Knowing what to expect Introducing pre-service teachers to IEP meetings. Teacher Education and Special Education, 25(4), 413-418.
Most parents know, or at least have a general understanding of the environment or atmosphere that their student needs be in to succeed. The district encourages that parental input be given to the IEP team during a multi-disciplinary meetings, and always tries to take that input into consideration. However, sometimes what the parent wants is not always in line with the student’s ability level, and the IEP team will try to find a compromise, or even offer trial periods to evaluate progress and behavior (S. Cummings, personal communication, November 12th, 2015).
IEP Development. In developing the IEP, the team should determine the child’s present level of academic achievement and functional performance and project whether any additions or modifications to the instruction or services are necessary to enable the child to meet measurable annual goals and to participate, as appropriate, in the general education curriculum. IDEA requires that the team considers the student’s strengths; parents’ concerns; evaluation results; and academic, functional, and developmental needs of the student. The IEP team must also consider individual circumstances. One special consideration is whether the student’s behavior impedes that student’s learning or the learning of other students. If so, the IEP team must consider the use of positive behavior interventions and supports (PBIS), and other strategies, to address the behavior.
In this case, the IEP requirements of the child Frank Evans were not met by the school and the district. The reading and the facts provided in the case show that the district did not have any IEP for the child prepared at the beginning of the school session (Wrightslaw - Caselaw - Evans v. Rhinebeck (S.D. NY 1996), n.d.). The IDEA states that the IEP has to be prepared in a meeting where the child’s parents, a qualified spokesperson from the concerned school, the child’s teacher and when possible the child himself. With the consensus of the people mentioned here a detailed document about the assessment of the child’s educational needs and an action plan to meet the same is devised. Frank Evans was within his legal rights under IDEA to have an IEP for himself which was not provided and hence severely undermined the child’s performance levels in the school (FindLaw's the United States Supreme Court case and opinions,
The Individualized Education Program is developed by a team that includes the parents of the student, a general education teacher, a special education teacher, a school representative (principal), a person knowledgeable about evaluation (school psychologist), and others at request of IEP participants. The primary job of the IEP team is to plan a program of special education and related services that is reasonably calculated to provide a meaningful education benefit. The IEP Process includes a review of assessme...
“Individualized Education Programs (IEP’s).” Kids Health from Nemours.
IEP stands for Individualized Education Program. An IEP is a written document required for each child who is eligible to receive special education services. It is provided to a student who has been determined first to have a disability, and second, to need special education services because of that disability. An IEP is very important and should never be overlooked by anyone. The purpose of an IEP is to make sure that only students whose educational performance is affected by a disability receive special services. An individual program plan is designed to make sure that students get the kind of educational experience that they deserve; an experience that results in success. The end goals for students who are on an IEP are to be involved in
Today is the second session that I had counselor with this particle client. He came in to see me for the same problem that he had before. But except this time client had be doing a little than before. Before I started with the interview I had use the five stages and dimension of the interviews a client. I want to have an empathic relationship with my client, and gathering story and find the strength of my client is part of getting to know my client. This time I had set a realistic goal that my client can work toward without feeling that he is not in control of making the decision. The next is stage restoring finding what is not working now and trying to find an alternative that will work then take the action of letting the client go or
National Dissemination for Children with Disabilities, (2014). The IEP Team. Retrieved from National Dissemination Center for Children with Disabilities: http://nichcy.org/schoolage/iep/team