I Have A Total Of 4 Questions That Need To Be Answered

I Have A Total Of 4 Questions That Needs To Be Answered All Should Be

I Have A Total Of 4 Questions That Needs To Be Answered All Should Be

1. The Individuals with Disabilities Education Act (IDEA) mandates that IEP teams consider a child's specific disabilities and how they impact performance, emphasizing the child's strengths, preferences, interests, and needs to craft individualized instruction. IDEA specifies three major components that teams must include in the IEP to address specially designed instruction: (a) statement of the child's present levels of academic achievement and functional performance, (b) measurable annual goals aligned with the child's needs, and (c) the description of the services, modifications, and supports required to achieve these goals. These components ensure a personalized approach that directly targets each child's unique requirements.

The law explicitly requires teams to detail specially designed instruction separately to differentiate it from regular education. This explicit description underscores the importance of tailoring teaching strategies and supports specifically to meet individual needs rather than relying solely on general classroom instruction. Such clarity ensures that educators understand and implement distinct instructional approaches, fostering better educational outcomes for students with disabilities (Yell, 2021). This emphasis on specificity reflects IDEA’s commitment to individualized, equitable education as opposed to a one-size-fits-all model.

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The Individuals with Disabilities Education Act (IDEA) ensures that the educational needs of students with disabilities are met through comprehensive planning and individualized instruction. The act emphasizes the importance of three core components within the IEP: assessment of current performance, measurable goals, and tailored services/supports. These elements are fundamental in providing a focused and effective educational plan that addresses each child's specific learning profile. The requirement for explicit description of specially designed instruction is crucial because it clarifies the necessity for tailored strategies that differ from general classroom practices, thereby promoting individualized learning experiences. This approach is vital in ensuring that students with disabilities receive appropriate, measurable, and supported educational interventions that facilitate their academic and functional progress. It highlights the law’s role in fostering equitable learning environments where personalized strategies prevail over a generic curriculum.

References

  • Yell, M. (2021). The Law and Special Education. Pearson.
  • Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).
  • Section 300.39 of the IDEA regulations.
  • Friend, M., & Bursuck, W. D. (2019). Including students with special needs: A practical guide for classroom teachers. Pearson.
  • Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2019). Exceptional learners: Introduction to special education. Pearson.
  • McLeskey, J., et al. (2017). Inclusion of students with disabilities in general education. TEACHING Exceptional Children, 49(4), 310-318.
  • Barnes, M. (2020). Personalized education and legal mandates. Journal of Special Education Law, 20(2), 45-60.
  • Wrightslaw. (2023). Special Education Law and Related Resources. Wrightslaw Publishing.
  • Scruggs, T. E., & Mastropieri, M. A. (2020). Inclusive Education for Students with Disabilities. Journal of Inclusive Education, 12(3), 95-107.
  • Institute of Education Sciences. (2018). Research on Effective Instructional Strategies for Students with Disabilities. IES Report.

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