...An experience that occurred over the past two weeks is when I presented my first IEP independently. Though I have assisted in other IEP’s, this was the first time I was given the opportunity to write the IEP’s strengths, needs and goals while having to discuss these matters within an IEP meeting and multidisciplinary team about a student on my caseload. It was a learning experience and I thought it went well. Before the initial IEP meeting, I had to contribute to the student’s IEP report. It was a lengthy process, but I feel once I become more comfortable with IEP reports, it will become easier to write a student’s strengths, needs, goals and objectives. First, I took the time to analyze my documentation and interactions with the student both...
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...An IEP or individual educational plan is a lengthy document but a very important one. This individualized plan seeks to aid a student who has a disability in better succeeding in the classroom. This plan consists of roughly 10 different parts and requires a dedicated team/ meeting to be properly executed. The first section of a IEP is the student demographic. Basically, in this section the students are described in various ways. Very important things such as the type of disability and age, gender and grade are some of the parts listed in this section. Secondly is a list of the members who will take part in the planning and meeting for the conduction of goals and objectives on the student’s behalf. The next section on document...
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...individuals, such as a picture keyboard. Reacher or Grabber – This device ensures that students have access to items that are too high or far away. • Explain two reasons why it is necessary to consider AT for students with disabilities. Assistive technology improves student’s education experience in the classroom as well as their quality of life outside the classroom. • Why is it important to consider both AT devices and services? It is important for teachers to consider both AT devices and service, because using them collectively supports students over all education needs and quality of life. The At devices helps a student meet academic goals and the services supports the students while utilizing their AT daily. • Describe three responsibilities of the Implementation Team....
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...Environment This mandate states that if a mainstream classroom is conducive to a child’s individual needs they must be educated with children without disabilities. Every effort must be made to be inclusive of a child with disabilities in a regular classroom setting alongside children with disabilities. (Gargiulo, 2006) 3. Individualized Education Plan Upon identification of a child’s disability, an individualized education plan (IEP) must be written. These IEP’s must be updated or developed annually by a team of professionals, with input from the parents and, if appropriate, the student. The IEP must include measures of the student’s current educational level, identifiable goals for the year, methods in which evaluation of goals will occur, specific special education services needed, level of mainstream inclusion or reasoning for exclusion from mainstream class, changes necessary in comparison to mainstream education, projected timeline to initiate services and/or duration of services, and annual evaluation of progress made by student on the IEP. (Gargiulo, 2006) 4. Procedural Due Process This mandate is designed to ensure that parents and students, if appropriate, are involved in each aspect of their education. This ensures that parents are involved in their child’s evaluation via written permission, are involved in placement in special education via written permission, that they have the right to review and exchange information regarding their child’s education...
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...times Mr. Henderson especially when it comes down to getting meeting dates for IEP meetings, means going through an entire list of different administration and consolers to be able to meet on a date that works. Mr. Henderson do believe that, due to the fact that being a teacher, requires constant meetings with parents, counselors and administration it is important that he plans his meetings months, and weeks in advance. Many of the meetings that...
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...The role of the special education teacher in the IEP meeting is to provide suggestions for instructional strategies, modifications vs accommodations, and services. The special education teacher brings classroom experience of how to implement the specific needs of the student to the classroom. While the administration is making sure that the needs are met legally and within the scope of what the district can provide, the special education brings knowledge and experience from working directly with students each day. The special education teacher oversee the student's total educational plan in collaboration with all IEP team members ("IEP Team Member Roles and Responsibilities," 2011). The special education teacher is the primary person that...
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...Children Act (now known as IDEA – Individuals with Disabilities Education Act). 1. FAPE Stands for Free Appropriate Public Education. There shall be a "zero reject" philosophy meaning that all children, regardless of their disability and the severity of the disability, will be provided with a free education that is tailored to their individual needs. Children will receive the necessary therapy needed at no cost to them or their families. 2. LRE Stand for Least Restrictive Environment. Children with disabilities must be placed in a classroom to be educated with students without disabilities. Placement in classrooms will be consistent with the child's needs. 3. IEP Stands for Individualized Education Program. This is a document put together that tailors to each individual's with exceptional needs. The IEP will address the present level of academically functioning, the degree at which the individual will be able to participate in general education programs, plans for initiating services, and an annual evaluation procedure specifying objective criteria to determine if instructional objectives are being made. 4. Procedural Due Process. Schools must provide due process safeguards to protect the rights of the children with disabilities and their families. Parent consent must be given for the initial and all of the following evaluations and placement decisions when it comes to special education. Schools must maintain the confidentiality of all records and make only the records...
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...special and / or additional needs through explaining, saving, tracking, examining and analyzing the student’s education program, support needs and learning results. The key elements of the IEP procedure and the primary elements of the IEP papers (the product) are essential to the potency of person academic planning. State-wide reliability is required. The purpose of IEP From state-wide assessment there was unanimous agreement that the primary purpose for creating (Personal Education) IEP and learning Plans is to provide a structure and guide for the kid's learning system, which is targeted upon the person child and is applicable to the common educational setting system. The IEP has certain meetings that are held to meet and set goals for this education process. Roles and responsibilities of the principal. As the educational leader, the principal is responsible for guaranteeing that all appropriate Federal and State regulations are complied with so that students with problems receive a free appropriate public knowledge in the least limited environment and have access to the age/grade appropriate common knowledge program and all program options available at the institution. The principal must manage and make sure the execution of all (Personalized) Individual Education Programs (IEPs) for each student with problems in his/her university. The principal manages all related service and unique knowledge staff allocated to the university such as the synchronization of services...
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...are teaching in schools, it is important to keep in mind; they are obligated to engage with students as well as families in a professional manner. Teachers required communicating with students along with their parents on a regular basis. Due to teachers associating with parents, they will find out more information about their culture. The following information listed, states the important factors why it is critical for teachers/education team to respect students/ families’ cultures. It starts with (a) it will increase students’ motivation to be successful in school, (b) families are showing signs on being involved in their child’s education and (c) educators are responsible to make students and their parents feel comfortable during meetings....
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...Teresa Flanagan Individual Transition Plan Shenandoah University Transitions for Students with Disabilities SED 575 June 25, 2014 Individual Transition Plan OVERVIEW: Student J is a 14-year-old eighth grader at Seneca Ridge Middle School. He was found eligible for special education services in September 2008 as a student with Other Health Impairment (OHI) and a secondary label of an emotional disability (ED). When student J was in his late elementary school years he experienced inability to interact with his peers and maintain social relationships, and was observed shutting down and displaying self-destructive behaviors. There were interventions and accommodations implemented in elementary school including a behavioral plan, which was revised each year he was in middle school, based on what his interests were which were used as the motivators and rewards he would receive for displaying appropriate behavior and completing work. Student J became academically successful and was showing great progress at the end of seventh grade. During his 8th grade year he went through the reevaluation process and was found continued eligible under the same primary and secondary labels. The areas of concern for Student J were identified as problems with using appropriate language, and the same behaviors of shutting down when he was experiencing frustration. This cased a lack of progress in content subject areas during his eighth grade year. Student J receives special education services...
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...Special Education A. The six key components are as follows: 1. Zero Reject/FAPE: This says that all children ages 6-17, no matter what their physical/mental ability, are guaranteed the right to a free public education. 2. Nondiscriminatory Identification and Evaluation: This was put into place so that a child could not be placed into special education because of things such as a language barrier. Because of this component, for example, a child would not be assessed in English if their primary language was Arabic. 3. Individualized Education Program (IEP): This says that every student must be given a customized plan for their education. Each students IEP must do the following; present levels of educational performance, measurable annual goals, objective criteria and evaluation procedures, specific special education services, extent of participation in general education and explanation of non-participation, modifications to general education classrooms, and projected dates of initiation and length of services. 4. Least Restrictive Environment (LRE): This means that all children, with and without disabilities, should be education together unless it is not what is best for the child. 5. Due Process: A system of checks and balances to make sure children with disabilities are treated fairly. This includes; written parental consent for evaluation of special education, written parental permission for placement in special education, parents rights to...
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...The Individuals with Disabilities Education Improvement Act of 2004 or IDEIA was originally enacted in 1975. In 2004, President George W. Bush reauthorized the amended act. The amended act included changes to align with the No Child Left Behind provisions, disability determination methods, and individualized education program or IEP. This act provides students with disabilities free education and a learning environment that is more inclusive instead of separating the individuals into a special classroom. Funding for schools is given by the federal government in exchange for the students to be given equal educational opportunities as those without disabilities. The original act was given an overhaul in 2004, including many revisions such...
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...able to do with the needed support. When administrating the assessments, I always make sure I had an understanding of students’ accommodations and modifications they need. In regards to LRE, students were given opportunities to interact with their peers during music, recess, or when working in groups in special grade level components. Seeing the success for students to interact with their own peers motives them to work hard to be at their academic level. As a special education teacher being aware of LRE is important for student development, and during student teaching I was able to impact it has in students development. Especially for the students who can be in a general education classroom because they are meeting grade level standards. Based on what I have seen and experience during student teaching, I see the benefit of LRE for student development and how I can implement students to be inclusive. Taking what I have learned in student teaching, I can find different settings student with learning disabilities can be included with their peers. The variety of implemented intervention as a method of support for FAPE because students are receiving the needed education based on their learning needs. When I created lessons, I made my lessons adaptable for all students learning by using a variety of teaching methods. Demonstrating I am supporting FAPE during my student teaching demonstrates how I supported students academic needs by researching a variety of teaching methods that will support...
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...| Assistive Technology Evaluation | EDU 620 Meeting Individual StudentNeeds With Technology Instructor: Deborah Naughton | | Rhonda Reed | 11/20/2013 | | Assistive Technology Evaluation Assistive technology evaluation must be in an initial or three year reevaluation. In addition, to the assistive technology is that it’s an ongoing process which is driven by a lot of changes in the student needs, but not limited to the participation, access, curriculum, or environmental changes. Assistive technology (AT) have become a vital component of the educational programs of students with disabilities. In which, is widely accepted that adopted toys, switches, computers, amplification systems, wheel chairs, memory aids, magnifiers, argumentative communication devices, and other adopted devices that will enhance or improve a student’s ability to learn, compete, work, and interact with his/her peers. Understanding the different applications of assistive technology is essential to effective educational planning for students. These guidelines are provided to offer important information into making case-by-case decisions as part of the student’s Individualized Education Plan (IEP). The Individuals with Disabilities Education Act (IDEA) reauthorized in June 1997 and later as IDEA, increases emphasis on assistive technology to ensure a student with a disability receives a free, appropriate, public education (FAPE). The federal terms of assistive technology devices and...
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...Chapter 1: Student Characteristics Understand Characteristics of Students with Disabilities Some students with disabilities pass through typical developmental milestones and express skills within an average range for their age group. Others show delayed growth at certain developmental milestones, and many students with disabilities experience challenges as they navigate through the school curriculum. It is critical that special education teachers know how to differentiate between typical individual differences among children without disabilities and differences that may indicate a disability that requires interventions and/or specialized designed instruction. In addition, special education teachers need to know the most common types of disabilities that students may experience and how those disabilities affect their ability to learn and their behavior in the classroom. Competency 1 thus focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter. The test includes a wide range of multiple-choice questions that address Competency 1. * Questions on typical and atypical behaviors and abilities for children and adolescents at particular ages. * Questions on the types and characteristics of various disabilities. * Questions on the similarities and differences among students with and without disabilities. This competency encompasses...
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