Individualized Education Essay

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Special Education in the Individualized Education Program
Children are unique and different. No two are the same. They have different likes, dislikes, behaviors, learning styles, and background. We live in a nation where education is extremely vital regarding our children. Each state has gone over and beyond getting and developing services to meet the needs of every child.
We must consider that, “there are more than 6.6 million students with disabilities in the United States public school who receive special education services, which means that there are 6.6 million Individualized Education Programs (IEPs) that have been developed, and are being implement at any given time” (Blackwell & Rossetti, 2014). The IEP “is considered a legal document …show more content…

In fact, special education teachers now complete a wide range of tasks beyond instruction, which includes completing IEP paperwork, and goal updating, supervising para-educators, assessing students, collaborating with other educators and families (Vannest & Hagan-Burke, 2010).
Accommodations and State and District-wide Assessment
An assessment accommodation is an alternative way a test is administered, such as the environment or setting of the test, how the test is presented, the timeframe of the testing, the time allotted for a response, and adjustable test schedule, or other needed accommodations. An assessment is provided because it helps to show what a student with disabilities knows without being impeded by his or her disabilities.
How an assessment accommodation is decided should be based on the need of the student for the student to have an equal chance to demonstrate what he or she knows without being slowed down by the disability. The IEP identifies the accommodation needed in order for the student to participate in an …show more content…

Etscheidt, S. K. (2006). Progress monitoring: Legal issues and recommendations for IEP teams. TEACHING Exceptional Children. 56-60.
Gleckel, E. K., & Koretz, E. S. (2008). Collaborative individualized education process. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.
Hartmann, E. S. (2016). Understanding the everyday practice of individualized education program team members. Journal of Educational and Psychological Consultation, 26(1), 1-24.
Maag, J.W. (2004). Behavior management: From theoretical implications to practical applications (2nd ed.). Belmont, CA: Wadworth.
Musyoka, M. M., & Clark, D. M. (2017). Teachers’ perceptions of individualized education program (IEP) goals and related services. Journal of Developmental and Physical Disabilities, 29(1), 5-23.
Pacer Center (2009). Least restrictive environment (LRE): A simplified guide to key legal requirements. Retrieved from www.raisingspecialkids.org/_media/uploaded/k/ Oe1834395_kinderleastrestricetiveenvironments.pdf.
Vannest, K. J., & Hagan-Burke, S. (2010). Teacher time use in special education. Remedial & Special Education, 31(2), 126-142.
Zeitlin, V. M. & Curcic, Svjetlana. (2013). Parental voices on Individualized Education

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