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creating an individualized educational plan

What law requires an IEP PL 94-142
PL 94-142 Guaranteed free, appropriate, public education for all children with disabilities, ages 3-21
BACKGROUND OF AN IEP Legally Mandated by PL94-142 Can be enforced legally in school districts in the US Modified by IERCDA removing short term goals and re-evaluation A working doc that reflects the accountability of the provider and meets students needs
IERCDA Improved Education Results for Children with Disabilities Act
How does an IEP start? A referral is made by a parent, guardian, school personnel or other legitimate related person based on a student’s inability to achieve progress or successfully perform tasks related to the educational process.
How can you assess if a student needs an IEP observation
Who goes to the meetings held in the home language of the parent/student. -Parents/Guardians,Administrator, School Case holder (School Psychologist or Special Education teacher. School Nurse, Adapted PE Teacher, Classroom Teacher, OT, PT, , Parents’ Lawyer, Social Worker
What does the conveying party discuss describes observed present level of functioning and/or concerns that initiated the request. If this is the district they must include non-Special Education interventions that have been tried.
Based on the concerns or observable behaviors either party will suggest appropriate assessment instruments relevant to the behavior. Usually the district will suggest these assessments 1. home language, area of need and the age and ability of the student, must be given by trained, qualified personnel, must result in measurable results, and must be given within a specific time. 2.sign an agreement
Determining goals and objectives -Must address the needs reflected in the assessment and present level of functioning. -Goals must be specific and measurable. -Objectives address goals incrementally and sequentially -Goals have specific completion dates
Goals and Objectives have three required parts 1. Action – what the learner will do 2. Conditions – under what situation (equipment, time, space) 3. Criterion of mastery – how do you know the goal/objective is achieved, either summative or formative data or a combination of both
Determining placement: Meeting attendees are the same. Assessors give the results describing 1. present level of functioning 2. strengths in the area of assessment; 3. areas of need 4. position of student according to age/percentile norms or rubrics (formal assessment)
Determining placement:If there is parent/etc. agreement on assessment results there is a suggested placement based on level of functioning and goals and objectives Called Least Restrictive Environment this may include Regular ed, no special assistance Regular ed, special assist not Special Ed Regular ed with Special Ed intervention in-class services Special Ed Day Class including APE with limited regular class activities Special Ed Day Class with APE no class acts
Barriers to parent participation 1. Unaware of the educational process, rights 2. Cultural differences, socio-economic status 3. Work, home responsibilities 4. Multi parent/guardian situations - divorce parents - Blame game 5. Parent in guilt/grief stage
Additional Parents’ rights May request outside assessment Request appeal thru judicial intervention Interpreter present at school expense May have advisors, advocates, lawyers, others Right to provide input Prior written notice to any proposed change
Components of implementation: These services are legally binding on any public school/district in the United States Dates of initiation/completion, Types of service and service provider,Year round school, Door to door transportation, Modifications, Transition services, Behavior management – related to the disability, Progress is legally enforceable, Annual assessment
Created by: rmart11
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