IEP Brchure
Helping Parents Promote Independence
HELPING PARENTS PROMOTE INDEPENDENCE Special Education Transition Services
The Individual Transition Plan (ITP) is a written plan designed to help prepare students for passage from school to post-school life (idea.ed.gov). The ITP should be constructed on the student’s goals, preferences and interests and reflect the student’s own desires. Objectives, timeframes, and those individuals responsible for meeting the objectives should be documented in the ITP and made part of the IEP. Understanding that transition planning and development of the ITP are part of the IEP process is important. Team Roles
a. Student
Give their input in all discussions and decisions. Share their preferences
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As a student, self-determination skills are exhibited in the way they manage and control their life and the choices that they make for their future. Self-determination and self-advocacy skills empower students to do things like share their thoughts and desires in a variety of situations, make decisions, solve problems, and learn how to live and succeed in the world
d. What is the role of the deputy principle in the meeting?
The assistant principal has a role to schedule the date, time and, place of the meeting. His is also involved in enduring that all people (team members) whose involvement are needed in the meeting are in attendance and provide their able contribution as they partake in the IEP process. Moreover, he/she ensures enthusiastic participation of all members during the meeting. His role also encompasses ensuring that all the team members understand the actions/strategies that will be occurring, the persons charged with implementation and the needed resources to guarantee a successful implementation.
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National Center on Secondary Education and Transition (NCSET), www.ncset.org, focuses on secondary education and transition.
National Dissemination Center for Children with Disabilities (NICHCY), includes information about the basics of student involvement, person-centered planning, and materials for students.
References
Bachrach, S. J. (2016, September). Individualized Education Programs (IEP). Retrieved from Kids Health from Nemours: http://kidshealth.org/en/parents/iep-teachers.html#
Karen T. McElhinny and Dominick R. Pellegrin. (October 2014). The Principal’s Role with IEP Teams. Communicator, Volume 38, Issue 2.
Mazzotti, V.; Rowe, D. (2015). Meeting the Transition Needs of Students with Disabilities in the 21st Century. Teaching Exceptional Children. 47: 280-300.
Murawski, W.W. & Spencer, S. (2011). Collaborate, Communicate & Differentiate: How to increase student learning in today’s diverse schools. Thousand Oaks, CA: Corwin.
Prause, D., & Mujtaba, B. G. (2015). Conflict management practices for diverse workplaces. Journal of Business Studies Quarterly, 6(3),
Heinle, K. M. (2008). Buffalo's approach to CTE programming for students with disabilities. Techniques, 83(4), 20-23.
This is simply not the case. Students who have not had the benefit of previous instruction often feel a debilitating inability to contribute (Martin, VanDycke, Greene, Gardner, Christensen, Woods, & Lovett, 2006). Without specific IEP instruction, students have no idea how to participate in IEP meetings, nor do they fully understand the purpose of their IEPs (Martin, Van Dycke, Christensen, Greene, Gardner, Woods, and Lovett, 2006). Lack of instruction, however should not be the hindrance that prevent students from participating and leading the IEP process. Students with disabilities must be taught how to direct their IEPs.
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 Department of Education states that an Individualized Education Program (IEP) is an academic opportunity for parents, teachers, administrators and human services personnel to provide assistance to students with disabilities. Individualized Education Programs are written plans that state specific learning goals and designate educational services that are designed to meet a student’s individual needs.
Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2002). Providing new access to the general curriculum. Exceptional Children, 35(2), 8–17.
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.
There is an imperative need for parents should make an effort to get involved with the IEP process and what it entails and teachers should help them with that by including them in the IEP meeting Along with being in consent communication with parents’ in-between IEP meetings. Furthermore, it is important to use reliable resources to measure the child capacity, needs and desires to developed the best plan for them. The IEP team most collect data to help them develop the right plan for a student. Using this knowledge can help in many ways as an educator and teacher. Not only is parent involvement is imperative but students should be involved in IEP meetings so that they know what perversions that they are entitled. Partnership between parents, teachers and students in a student’s transition is a major factor in contributing to effective
...here are specific procedures that must be followed in writing and developing the students’ IEP. This act or regulation provides that the student is educated to meet his/her needs and that they are able to have skills necessary to function in post school settings (ADA, n.d.).
Werts, M. G. (2002). Knowing what to expect Introducing pre-service teachers to IEP meetings. Teacher Education and Special Education, 25(4), 413-418.
I observed an IEP meeting for one of my students who has a TBI, traumatic brain injury. She just moved to this school district last year, so this was a follow-up IEP meeting to see how she was doing on her short-term objectives and overall goal. They also talked about transitioning her into high school, because she is in 8th grade now. The People who attended the meeting were the DAPE teacher, the mom, the student, the three special education teachers, the para-professional, and case manger.
Huan, L. & Yazdanifard, R. (2012). The Differences of Conflict Management Styles and Conflict Resolution in Workplaces. Business & Entrepreneurship Journal. 1(1), 141-155.
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).
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