Education is an essential priority for all children which are guaranteed in the United States through the legislature of the Individuals with Disabilities Education Act (IDEA) (Feuerborn & Tyre, 2009). Problems arise when students with disabilities have been disparaged from appropriate education due to disproportionate assessments, or teachers that are misinformed concerning the recognition of disabilities. Across America a plethora of students with disabilities are found to be eligible for special education services and receive services under subjective eligibility categories such as emotional and behavioral disorders (EBD) (Thorsen, Koven, Pattee, Watson, & Collier, 2011). The purpose of this paper is to explain in detail what an effective program for students with EBD should include. Additionally, written within this paper is the perspective of a special educator who assures that procedural due process is being honored and legal issues are being addressed in a strong program for students with EBD by implementing the following components: development of Individualized Education Program (IEP), procedures for developing least restrictive environment assignments, processes for conducting a Functional Behavioral Assessment (FBA), what to include in a Behavior Intervention Plan (BIP), examples of potential positive behavior interventions, re-evaluation procedures and timeline once students are identified for services, student self-evaluation procedures, and a transition plan (as is required from ages 14-16).
The development of an IEP is a critical component of services provided for students with EBD who are identified for special education. As a provision of IDEA the IEP includes levels of functioning, long-term goals, extent to whi...
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...An Introduction to Special Education (pp. 264-297). Boston, MA: Allyn & Bacon.
Kauffman, J. M., & Landrum, T. J. (2013). Assessment of Emotional and Behavioral Disorders. In S. D. Dragin & M. B. Finch (Eds.), Characteristics of Emotional and Behavioral Disorders of Children and Youth (pp. 180-270). Upper Saddle River, NJ: Pearson.
Moreno, G. (2011). Addressing challenging behaviors in the general education setting: Conducting a teacher-based functional behavioral assessment (FBA). Education 3-13: International Journal of Primary, Elementary, and Early Years Education, 39(4), 363- 371. doi: 10.1080/03004270903530458
Thorsen, C. A., Koven, A., Pattee, D., Watson, D. C., & Collier, A. (2011). The story of disproportionality as told by a collaborative culturally responsive coalition. Action in Teacher Education, 33(1), 575-595. doi: 10.1080/01626620.2011.627302
The Gaskin Settlement Agreement is an agreement between a group of families and advocacy organizations who filed a class action lawsuit against the Pennsylvania Department of Education (PDE) on behalf of a group of children with disabilities in 1994. This agreement does not change a student’s placement, program, or IEP in any manner. Only the IEP team has the authority to make modifications that will impact a student’s IEP. The main goal of this settlement is to make sure that IEP teams will determine if the goals in a student’s IEP may be implemented in a general education setting with supplementary aids and services prior to considering an environment that is more restrictive in nature. The elements of this case were designed to help increase the capacity of school districts to provide related services, SDI that is appropriate, supplementary aids and services, and supports to students who have disabilities that are placed in general education classrooms. The PDE lists many important elements of the Settlement Agreement to be aware of...
This program is geared towards middle and high school students and teaches the leadership and self-determination skills needed to effectively contribute to the IEP process. The Self-Directed IEP uses video modeling, student assignments, and role playing to teach students IEP leadership skills. Arndt, Konrad, and Test (2006) studied the effectiveness of The Self-Directed IEP on 5 inner-city high school students who had been receiving special education since the primary grades. Students were observed during real and mock IEP meetings during the baseline period, and then were given The Self-directed IEP intervention. After the intervention, students once again participated in mock IEP meetings. The study found that student participation in the mock IEP meetings increased after the intervention was implemented (Arndt et al., 2006). The authors also noted that the students were able to generalize skill acquisition and participated more fully in real IEP meetings as well (Arndt et al., 2006).Student feedback also indicated that students felt more knowledgeable and confident about the IEP process as a whole (Arndt et
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
An IEP, Individualized Education Plan, is the entire plan for an individual student that is going to have any special education services. The plan includes details like short-term and long-term goals, levels of achievement, transition services, assessments, and steps in order to achieve the specific goals that have been determined. The importance of an IEP for a student with a disability is that they are individualized based upon the student’s needs, based upon the work and meeting between parents, educators, skills trainers and more. It is crucial and federally required that that an IEP be reviewed in a metting annually i...
This source highlighted different approaches taken by schools, teachers, and aides that work closely with persons with ASD. While states offer equal educational opportunities to students, it is important for the individual to understand what their needs are when choosing a school or program. While mainstreaming students with ASD into normal learning environments can be beneficial to personal development, it can also be damaging if the students is not emotionally prepared. This type of frustration can cause the individual with ASD to exhibit problematic behavior or cause them to develop
Haviland, W. A., Prins, H. E. L., Walrath, D., & McBride, B. (2015). The essence of
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.
Special education includes addressing students’ academic needs as well as their behavioral needs. A student with a disability is not exempt from disciplinary measures, as students with can suspended and even expelled from the school environment. More specifically, students with emotional disturbance can display maladaptive behaviors. These maladaptive behaviors can generate unsafe learning environments. More importantly, the creation of an effective behavior intervention plan (BIP) is imperative. The development of a BIP can aid in the reduction of maladaptive behaviors, thus decrease the likelihood of a suspension or expulsion. My current role as a special education program specialist permits the
The articles, the right to effective education and the right to effective behavioral treatment, are two articles that educators, behavior analyst, and other professionals who are responsible for the education of children with disabilities should be familiar with. These articles can be used as a guideline to make sure learners rights are being met, and if relevant, are acting in accordance with BACB guidelines. The purpose of this assignment is to analyze the aforementioned articles, and draw connections to a present learner and their educational experience.
Public Law 94-142: The Education for All Handicapped Children Act of 1975, now called Individuals with Disabilities Education Act (IDEA), requires states to provide free, appropriate public education (FAPE) for every child regardless of disability. This federal law was the first to clearly define the rights of disabled children to receive special education services if their disability affects their educational performance. A parent of a special education student also has basic rights under IDEA including the right to have their child evaluated by the school district and to be included when the school district meets about the child or makes decisions about his or her education. If a child is identified as in need of special education services, the school district must devise a written individual education program (IEP) for the child, which includes related services. An IEP is a statement of a student’s special education and related services including speech services, psychological services, physical and occupational therapy, counseling and assistive technology and transportation. In addition, this legally binding, individualized plan outlines reasonable educational goals for the student and is reviewed and updated yearly.
Hill, T.F., & Nabors, L.A., & Reynolds, M.W., & Wallace, J., & Weist, M.D. (2001). The
Students with emotional and behavioral disorder (EBD) exhibit various characteristics relevant to their identified diagnosis. The primary characteristic of students with EBD is problem behaviors are displayed at school, home, community, and other social settings. These problem behaviors are described professionally as externalizing and internalizing behaviors that students with EBD often engage in regularly. Externalizing behaviors are described as acting-out behaviors that are aggressive and/or disruptive that is observable as behaviors directed towards others. Internalizing behaviors are behaviors that are construed as acting-in behaviors such as anxiety, fearfulness, withdrawal, and other indications of an individual's mood or internal condition. The purpose of this paper is to compare and contrast the characteristics associated with internalized and externalized behaviors.
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
The issue we are working on at our University is Individualized Educational Plan (IEP”s). The Individualized Education Plan (IEP) is written for any student who is eligible for services under the Individuals with Disabilities Educational Act (IDEA). In order for a student to be eligible, the student must be classified under one of the thirteen categories of disabilities identified in IDEA.
Children suffering emotional and behavioral disorders are in need of effective interventions and strategies that will provide them relief in stressful situations and help them self-regulate their behavior. Effective interventions for this population could result in reduced distractions (both personally and within the classroom) and enable them to increase their learning time, thereby optimizing their educational careers. An intervention of yoga and related relaxation techniques may provide students a natural and holistic approach to accomplishing these goals.