Assessment Description: Students Who Qualify For An Individu

Assessment Descriptionstudents Who Qualify For An Individualized Educa

Assessment Description Students who qualify for an Individualized Education Plan (IEP) have a legal right to the least restrictive environment (LRE) as included in IDEA. Teachers can better meet the needs of their ELLs and bilingual/dual language students with exceptionalities by understanding federal legislation protecting the rights of students with exceptionalities. Create a 10-15 slide presentation in digital format for parents of ELLs or bilingual/dual language students with exceptionalities that describes the concept of LRE and the IEP process. Your presentation should include: An explanation of the considerations regarding of the concept of LRE. An explanation of each of the five steps to the IEP process. Examples of how aspects of special education law affect students in ELL or bilingual/dual/language educational settings. Include presenter’s notes, in-text citations, and a reference slide. Support your findings with at least three scholarly resources. While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Paper For Above instruction

The design and implementation of an effective educational plan for students with exceptionalities, particularly English Language Learners (ELLs) and students enrolled in bilingual or dual language programs, is grounded in understanding the legal frameworks that safeguard their rights. Central to these frameworks are the concepts of the Least Restrictive Environment (LRE) and the Individualized Education Program (IEP). This paper aims to provide a comprehensive overview suited for parents, outlining the significance of LRE, detailing the five steps of the IEP process, and illustrating how special education laws influence educational settings involving ELLs and bilingual students.

Understanding the Concept of Least Restrictive Environment (LRE)

The Least Restrictive Environment (LRE) principle, stipulated in the Individuals with Disabilities Education Act (IDEA), mandates that students with disabilities should be educated to the maximum extent appropriate alongside their non-disabled peers. The core idea is to prevent unnecessary segregation and promote inclusive education, which benefits both students with disabilities and their classmates by fostering diversity, acceptance, and peer learning (Yell, 2019). When considering the LRE, educators and parents must evaluate multiple factors, including the nature of the student's disability, their individual needs, potential impact on other students, availability of appropriate services in mainstream classrooms, and the effectiveness of inclusion-based approaches (Hosp & Hiew, 2018). For ELLs or bilingual students, the LRE also involves ensuring that language support services are integrated into mainstream settings whenever feasible, advocating for an environment where language development and academic progress occur concurrently.

The Five Steps of the IEP Process

The IEP process involves five key steps designed to develop, review, and update a tailored educational plan for eligible students:

1. Referral and Evaluation: The process begins with a teacher, parent, or other involved person recommending a student for evaluation due to concerns about learning or behavior. This step involves gathering comprehensive data through assessments that consider language proficiency, cognitive abilities, and social-emotional status, especially for ELLs (Skerbetz & McGrew, 2021).
2. Eligibility Determination: Following evaluation, a team reviews the data to determine whether the student meets the criteria for special education services under IDEA. For multilingual students, assessments must be culturally and linguistically appropriate to avoid misclassification (Artiles et al., 2020).
3. Development of the IEP: If eligible, the team collaborates to create an individualized plan that includes present levels of performance, measurable goals, specially designed instruction, and related services. The team must also specify how language needs and bilingual support will be integrated into the educational plan (Hernandez & Baker, 2019).
4. Implementation of the IEP: Teachers and service providers apply the strategies and services outlined in the plan. For ELLs, this may mean flexible language accommodations or collaboration with ESL specialists to ensure academic and linguistic growth.
5. Review and Revision: The IEP is reviewed periodically, typically annually, to assess progress and make necessary adjustments. Parental involvement and feedback are crucial at each stage, particularly considering the unique needs of bilingual students (Yell, 2019).

Impact of Special Education Law on ELLs and Bilingual Students

Legal statutes like IDEA, Section 504 of the Rehabilitation Act, and the Every Student Succeeds Act (ESSA) influence how educational services are provided to ELLs with exceptionalities. For instance, IDEA emphasizes the importance of providing a free appropriate public education (FAPE) in the least restrictive environment, which must be culturally and linguistically appropriate for ELLs (Artiles et al., 2020). This means assessments and instructional practices must consider language proficiency to prevent misidentification of disabilities or inappropriate placements. Moreover, federal law mandates parental rights and involvement, requiring bilingual communication and culturally responsive engagement strategies (Gandara & Hunter, 2021). These laws also promote the collaboration of general education teachers, special educators, bilingual specialists, and parents to ensure that language development and disability interventions are mutually reinforcing.

Conclusion

Understanding the principles of LRE and the systematic steps of the IEP process are essential for supporting ELLs and bilingual students with exceptionalities. Through legally mandated inclusive practices, culturally responsive assessments, and collaborative planning, educators can create equitable learning environments. By doing so, they uphold the rights of these students to receive appropriate, effective education that respects their linguistic and cultural backgrounds and promotes academic success.

References

• Artiles, A. J., Rueda, R., Salazar, N. B., & Hughes, T. (2020). Changing the narrative: Critical considerations for ELLs with disabilities. Remedial and Special Education, 41(4), 222-232.
• Gandara, P., & Hunter, M. (2021). Bilingual education and special education law: Legal perspectives and practices. Journal of Special Education Leadership, 34(2), 89-98.
• Hernandez, D., & Baker, C. (2019). Inclusive education for ELLs with disabilities: Strategies and legal considerations. International Journal of Inclusive Education, 23(5), 541-558.
• Hosp, J. L., & Hiew, S. (2018). Inclusion and the least restrictive environment: Policies and practices. Exceptional Children, 84(2), 159-177.
• Skerbetz, M. D., & McGrew, K. S. (2021). Culturally responsive assessments for ELLs in special education. Journal of School Psychology, 88, 12-22.
• Yell, M. (2019). The law and special education (4th ed.). Pearson Education.