individual education programdepts.washington.edu/lend/pdfs/matsumoto_iep_core...2015/10/26 ·...
TRANSCRIPT
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Individual Education Program
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Special Education
• Specially Designed Instruction
• Meet the unique needs of a child with a
disability
• Provide access to the general education
curriculum
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Evaluation
Assessment
Present Levels
Services
Placement
Planning
Instruction
Progress
Monitoring
IEP Process
Beyond the IEP Process
The IEP Process
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Misconceptions about IEP’s • Not an instructional plan
– It does not explain how to teach
• Not all the goals a student needs
– The most critical skills in qualifying areas (not
likely to learn without specially designed
instruction)
• Not the total education program.
– Does not include classroom goals, activities
and curriculum provided to all children.
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Specially Designed Instruction
• Organized and planned instructional activities that modify:
– Content: knowledge and skills
– Methodology: instructional strategies or approaches
– Delivery of instruction: way in which instruction is delivered
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Evaluation
• Based on standardized norm-referenced
tests
• Areas of qualification
• Summary of scores
• General skills in specific domains
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Assessment
• Curriculum or criterion-referenced tests
• Based on observation and direct test of specific, functional skills
• Conducted in natural environment if possible
• Involves the family
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The IEP – “Wh” Questions
• IEP answers several questions:
– What the child knows
– What the child needs to learn
– When the child has achieved the goal
– What type of services are needed
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Present Levels
What the child knows
• Based on evaluation and assessment
information
• Child’s current abilities on skills that are
the focus of intervention
• Baseline performance
• Record of pre-measures
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Goals
What the child needs to learn
• Based on present levels (areas of
qualification)
• General outcomes for child over the course
of the year
• Which skills are the most critical and are not
likely to be achieved without specially
designed instruction.
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Thinking about goals…
• What are the student’s most critical
needs?
• What skills will help access the general
education curriculum?
• What skills require specially designed
instruction?
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Services
What type of services are needed
• Based on the present levels
• Services needed to make adequate
progress on goals and objectives
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Evaluation
Assessment
Present Levels
Services
Placement
Planning
Instruction
Progress
Monitoring
IEP Process
Beyond the IEP Process
The IEP Process
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Beyond the IEP – “Wh” ?’s
• Using the IEP as a “road map”, teams
must answer the following questions:
– When/where instruction will occur
– How will we teach the skills
– How progress will be monitored
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The IEP
Viewing the meeting
as a tool for
developing a
collaborative
relationship
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Tips… DO
• Describe the child
• Ask open ended questions (“what are some of the things you are seeing?”)
• Affirm & incorporate information from the family
• Respect the family’s perspective
• Use family friendly language
DON’T
• Read to the family
• Ask “Do you agree with this?” “Does that sound like your child?”
• Send the family home with an IEP that has no changes
• Prescribe as a professional
• Use professional jargon
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Why build relationships?
• As families and professional work together and develop
collaborative relationships, they can establish a new way
of addressing academic problems.
• The family and the professional can benefit from each
others' knowledge, experience, and understanding of the
student.
• Working together, families and professionals increase
each others' repertoire of tools to help the student.
(Homan)
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Barriers to a Full & Equal Partnership
• Parents seen as spectators who
appropriately seek out, understand,
accept, and rigorously follow professional
intervention plans
• Parents in the role of information receivers
and bystanders rather than partners
(Winzer & Mazurek)
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A Full & Equal Partnership
• Truly believe each member brings something
meaningful and valued to the relationship.
• Share a common purpose - the welfare of the
child.
• Create a sense of shared responsibility around
common goals.
• Base the relationship on trust, understanding
and respect.
(Turnbull & Turnbull III)
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As educators we strive for nothing less than the
academic and life achievement of our students. We
study techniques and methods with the hope of
becoming more effective teachers. We search for the
resources and information that will help our children
succeed. It is here that we make a fatal flaw. These are
not our children. Despite our love and devotion to their
pursuit of excellence, these children are members of a
complex and multidimensional unit called a family.
When we acknowledge this fact, we may also
understand that the one true resource children need is
the very group to which they belong.
Children need their family.
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