PARENT AS PARTNERS (DEVELOPING THE IEP) Pages 23 to 36 (Section five)
So first off, what is an IEP? An IEP is a written educational program that is used to guide the education of a child with a disability that is somehow affecting his/her academic progress.
The IEP serves a number of functions: It is a comunication guide between parents and school personnel. It helps resolves many differences. It is a committment stating who is repsonsible for providing services and what those services will be. It is a way to document that a child with a disability is receiving a free, appropriate public education (FAPE). It serves as a device to evaluate progress and helps determine projected outcomes.
These pages also reference to tips for parents in preparing for IEP meetings and gives information on who is required to attend those meetings.
It also provides information to the parents of what should be on an IEP. There are 10 basic required components of the IEP such as, student's present levels of academic achievement, a statement of measurable goals, a description of benchmarks, students progress, services to be provided, education environment, accomodations, projected dates, post-school transitions, and transfer rights.
Whew, a lot of information that needs to be taken into account on how each individual of that team can make a successfull experience for that student with a disability and help him or her academically and socially progress.
Even though processes like this can seem like a lot of work it is so beneficial to have a program where teachers, adminstrators, parents, and other faculty can really work collaboratively to make sure that every child is receiving a free and appropriate education. I would like to emphasis on the word appropriate because that is the crucial element to me. Making sure that each student is given that opportunity with all means necessary to help him/her excel. What a rewarding gift it is to us as teachers and educators to be a part of that process.
"Again, let’s start with IDEA’s full requirement for identifying the supplementary aids and services a child will need and specifying them in his or her IEP. This appears at §300.320(a)(4) and stipulates that each child’s IEP must contain:
(4) A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child—
(i) To advance appropriately toward attaining the annual goals;
(ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities; and
(iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section… [§300.320(a)(4)]
We’ve bolded the part of IDEA’s regulation that specifically mentions supplementary aids and services, because it’s important to see the context in which this term is used. It is that context, and IDEA’s own definition of supplementary aids and services, that will guide how a child’s IEP team considers what services the child needs and the detail with which the team specifies them in the IEP."
The Short Story on Supplementary Aids and Services
"Supplementary aids and services are often critical elements in supporting the education of children with disabilities in regular classes and their participation in a range of another school activities. IDEA’s definition of this term (at §300.42)reads:
Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate …
Speaking practically, supplementary aids and services can be accommodations and modifications to the curriculum under study or the manner in which that content is presented or a child’s progress is measured. But that’s not all they are or can be. Supplementary aids and services can also include direct services and supports to the child, as well as support and training for staff who work with that child. That’s why determining what supplementary aids and services are appropriate for a particular child must be done on an individual basis."
Getting to know the student invidiually is crucial as a teacher for all students, and especially for students with disabilities. It is very important to be able to determine what the best accommodations that should be made for that particular student and the best services that need to be provided to really make sure that he/she receives an equal opportunity in school
http://www.utahparentcenter.org/wp-content/uploads/2011/08/IEP_Parent_Handbook.pdf
ReplyDeletePARENT AS PARTNERS (DEVELOPING THE IEP)
Pages 23 to 36 (Section five)
So first off, what is an IEP? An IEP is a written educational program that is used to guide the education of a child with a disability that is somehow affecting his/her academic progress.
The IEP serves a number of functions:
It is a comunication guide between parents and school personnel.
It helps resolves many differences.
It is a committment stating who is repsonsible for providing services and what those services will be.
It is a way to document that a child with a disability is receiving a free, appropriate public education (FAPE).
It serves as a device to evaluate progress and helps determine projected outcomes.
These pages also reference to tips for parents in preparing for IEP meetings and gives information on who is required to attend those meetings.
It also provides information to the parents of what should be on an IEP. There are 10 basic required components of the IEP such as, student's present levels of academic achievement, a statement of measurable goals, a description of benchmarks, students progress, services to be provided, education environment, accomodations, projected dates, post-school transitions, and transfer rights.
Whew, a lot of information that needs to be taken into account on how each individual of that team can make a successfull experience for that student with a disability and help him or her academically and socially progress.
Even though processes like this can seem like a lot of work it is so beneficial to have a program where teachers, adminstrators, parents, and other faculty can really work collaboratively to make sure that every child is receiving a free and appropriate education. I would like to emphasis on the word appropriate because that is the crucial element to me. Making sure that each student is given that opportunity with all means necessary to help him/her excel. What a rewarding gift it is to us as teachers and educators to be a part of that process.
IDEA’s Exact Words
ReplyDelete"Again, let’s start with IDEA’s full requirement for identifying the supplementary aids and services a child will need and specifying them in his or her IEP. This appears at §300.320(a)(4) and stipulates that each child’s IEP must contain:
(4) A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child—
(i) To advance appropriately toward attaining the annual goals;
(ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities; and
(iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section… [§300.320(a)(4)]
We’ve bolded the part of IDEA’s regulation that specifically mentions supplementary aids and services, because it’s important to see the context in which this term is used. It is that context, and IDEA’s own definition of supplementary aids and services, that will guide how a child’s IEP team considers what services the child needs and the detail with which the team specifies them in the IEP."
http://nichcy.org/schoolage/iep/iepcontents/supplementary
The Short Story on Supplementary Aids and Services
ReplyDelete"Supplementary aids and services are often critical elements in supporting the education of children with disabilities in regular classes and their participation in a range of another school activities. IDEA’s definition of this term (at §300.42)reads:
Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate …
Speaking practically, supplementary aids and services can be accommodations and modifications to the curriculum under study or the manner in which that content is presented or a child’s progress is measured. But that’s not all they are or can be. Supplementary aids and services can also include direct services and supports to the child, as well as support and training for staff who work with that child. That’s why determining what supplementary aids and services are appropriate for a particular child must be done on an individual basis."
http://nichcy.org/schoolage/iep/iepcontents/supplementary
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DeleteGetting to know the student invidiually is crucial as a teacher for all students, and especially for students with disabilities. It is very important to be able to determine what the best accommodations that should be made for that particular student and the best services that need to be provided to really make sure that he/she receives an equal opportunity in school
ReplyDelete