IEPs by liamei12345

VIEWS: 1 PAGES: 10

									What General Educators Need
to Know …
        About I.E.P.’s
Individualized Education Plans
           (I.E.P.’s)
  Definition – written plan that outlines
  the special education services needed
  for a student who is disabled.
  Management tool designed to ensure
  match of individual needs to services
  Begins with parents’ consent for
  evaluation and ends with parents’
  consent of the I.E.P.
Individualized Education Plans
  Components
     Statement of performance
     Disability category for receiving services
     Annual goals and short-term objectives
     Related services
     Extent of participation in regular education
     Dates and duration of services
     Criteria and evaluation procedures
     Transition Plan (over 14 years)
     Signatures of all participants
Individualized Education Plans
  Participants
     Special ed teacher
     General ed teacher
     Parents
     Administrator
     Psychologist
     Student (when appropriate)
     Advocates or others
             Sample I.E.P. Format
Short     Criteria Date   Method Mastery
term               tested
objective


Given a ….     3/5    2-2-02   Teacher       Yes, no,
                               Observation   partial
Theory vs. Reality – I.E.P.’s
Theory                            Reality
   Parents as full partners in      Less than half (34%)
    decision making and goal          make suggestions (Lynch
    setting                           & Stein,1987)
   Psychologists share test         Tests results not
    results in understandable         understandable to
    language                          parents
   Parents and teachers             Parents and teachers
    given copy of IEP draft           shown IEP draft at the
    before meeting for input          meeting with input added
                                      then
Theory vs. Reality – I.E.P.’s
  Theory                          Reality
     Administrator attends          Administrator signs IEP
      and participate in              at end (or after) meeting
      meeting                        Goals and objectives are
     Goals and objectives are        subjectively measured
      objectively measured           Time frame for meeting
     Adequate time saved for         kept very short
      questions                      Parents’ rights handed
     Parents’ rights explained       out
     Related services reflect       Related services reflect
      student’s need                  administrative
                                      convenience
Parents’ Due Process Rights
Examine all school records
Request an evaluation
Refuse an evaluation
Child remains in general ed setting until
parents agree to special ed
Request an independent evaluation
Bring an advocate to the meeting
Parents’ Due Process Rights
        (continued)
Participate in I.E.P.
Disagree with I.E.P.
Appeal decisions made by school
Review and amend the I.E.P.
Expect full cooperation from school
Have child educated in L.R.E.
Enhancing Parent Participation
    In I.E.P. Meetings
  Prior to meeting give parents info on what to
  expect
  Arrange seating in “friendly” way
  Avoid negative statements
  Encourage parent questions at each step of
  the meeting
  Be conscious of group dynamics
  Summarize the meeting and identify a point
  person for further contact/questions

								
To top