An Important Part Of A Special Education Teacher's Jo 512407

An Important Part Of A Special Education Teachers Job Is To Write Eff

An important part of a special education teacher’s job is to write effective IEPs for their students. There are many different components involved in the IEP. The special education teacher must be able to write all components of the IEP to be individualized to each student’s unique needs. Review the “Mock IEP.” Based on the “Present Levels of Academic Achievement and Functional Performance (PLAAFP) Example,” complete the highlighted sections for Lesley’s IEP to include: Additional documentation or consideration of special factors; Three measurable IEP goals; Accommodations; Special education services to be provided; Least restrictive environment. In addition, beneath the IEP template, write a word rationale for your decisions in the highlighted sections of the IEP.

Paper For Above instruction

The task of developing a comprehensive Individualized Education Program (IEP) for students like Lesley requires a thoughtful and detailed approach that considers each child's unique needs, strengths, and challenges. Based on the provided PLAAFP example for Lesley, I will outline the necessary components for her IEP, including considerations of special factors, measurable goals, accommodations, services, and the least restrictive environment, followed by a rationale for each decision.

Additional Documentation and Consideration of Special Factors

In Lesley's case, it is essential to document her need for specialized instruction and any related services necessary due to her specific disability. Considering her cognitive and developmental profile, additional factors such as speech and language needs, social-emotional considerations, and any behavioral supports should be explicitly noted. If Lesley has a hearing or visual impairment, appropriate accommodations or interventions should also be documented. Furthermore, her IEP must reflect the importance of collaboration among educators, therapists, and family members to support her learning and development effectively.

Three Measurable IEP Goals

1. Academic Goal: Lesley will improve her reading comprehension skills by increasing her understanding of grade-level texts from 60% to 80% accuracy as measured by weekly assessments over the next academic year.
2. Functional Goal: Lesley will demonstrate increased independence in daily classroom routines, such as transitioning between activities and using organizational tools, with 80% independence as observed and recorded by her teacher over three consecutive months.
3. Social-Emotional Goal: Lesley will improve her peer interaction skills by initiating and sustaining positive social exchanges with classmates during structured activities at least three times per day, as measured by teacher observations over the semester.

Accommodations

To support Lesley's learning, accommodations might include preferential seating to reduce distractions, extended time on tests and assignments, visual aids for instructions, and frequent breaks to manage sensory needs. Additionally, providing a quiet space for assessments and allowing the use of assistive technology, such as speech-to-text tools, will facilitate her engagement and success in the classroom.

Special Education Services to Be Provided

Lesley will receive specialized instruction in reading and language arts from a special education teacher for 30 minutes each day. She will also participate in speech-language therapy sessions twice a week to address her communication needs. Additionally, an occupational therapist will work with her bi-weekly to develop strategies to improve fine motor skills and sensory regulation.

Least Restrictive Environment (LRE)

Based on Lesley's strong presence in the general education setting with appropriate supports, the IEP will specify that she will be educated primarily in the general education classroom with scheduled pull-out sessions for specialized instruction and therapy. All services will be delivered in the setting that promotes maximum interaction with typical peers, consistent with her individual needs and progress monitoring.

Rationale

The decisions articulated in Lesley's IEP are grounded in her PLAAFP profile, emphasizing her need for specialized instruction and supports in literacy, communication, and sensory regulation. The inclusion of specific accommodations such as preferential seating and assistive technology aligns with her sensory sensitivities and communication challenges. Setting measurable goals provides clear criteria for progress and accountability, essential for tracking her development in academics, functional independence, and social skills. The designation of services, including speech and occupational therapy, addresses her identified needs holistically. Lastly, her placement within the general education classroom as much as possible ensures she remains in the least restrictive environment, fostering peer interactions and promoting inclusion, which are vital for her social-emotional well-being and academic growth. Continual assessment and collaboration among educators, therapists, and family members will support Lesley's ongoing progress and ensure her educational experience is tailored to her evolving needs.

References

• Friend, M. (2014). Special Education: Contemporary Perspectives for School Professionals. Pearson.
• Calhoun, E. (2012). Creating Exceptional Literacy Learning for All Students: Differentiated and Explicit Instruction in the Classroom. Guilford Press.
• Heward, W. L. (2013). Exceptional Children: An Introduction to Special Education. Pearson.
• Hosp, M. K., & Reschly, D. J. (2002). Special Education in Contemporary Society: An Introduction to Exceptionality. Pearson.
• Turnbull, A. P., Hughs, M. T., & Shogren, K. A. (2015). Exceptional Lives: Special Education in Today’s Schools. Pearson.
• Yell, M. (2012). The Law and Special Education. Pearson.
• Friend, M., & Bursuck, W. (2019). Inclusive and Accessible Education: Students with Special Needs. Pearson.
• Salvia, J., & Ysseldyke, J. (2018). Assessment in Special and Inclusive Education. Cengage Learning.
• Kavale, K. A., & Voorhis, P. (2008). Assessment for Special Education: A Practical Approach. Pearson.
• McLeod, S., V., & McLeod, J. (2020). Understanding Special Education: A Guide for Parents and Teachers. Routledge.