Teacher Must Be Able To Write All Components Of The IEP ✓ Solved

Teacher Must Be Able To Write All Components Of The Iep To Be Individu

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

Sample Paper For Above instruction

The effective development of an Individualized Education Program (IEP) is paramount in ensuring tailored educational experiences that meet the unique needs of students with disabilities. An IEP must comprehensively incorporate various components, including present levels of academic and functional performance, measurable goals, accommodations, services, and considerations for the least restrictive environment. This paper explores these essential elements, emphasizing their roles in crafting an effective IEP, exemplified through the case of Lesley's IEP based on the provided “Mock IEP” and “PLAAFP” example.

Introduction

The IEP serves as a legal document that guides special education services, ensuring students receive appropriate support. The development process involves a collaborative effort among educators, parents, and specialists, with a focus on individual student needs. Each component of the IEP must be carefully written to reflect current performance levels, set attainable and measurable goals, specify necessary accommodations, and detail services while maintaining the student within the least restrictive environment.

Additional Documentation and Consideration of Special Factors

Special factors refer to considerations that might impact a student's IEP, such as communication needs, behavioral challenges, and assistive technology requirements. For Lesley, additional documentation included assessments of her social-emotional development, speech and language evaluations, and data on her adaptive behaviors. These considerations ensure the IEP addresses all factors influencing her learning. For example, if Lesley exhibits behavioral challenges, a behavior intervention plan may be integrated into her IEP to support her in classroom settings. Recognizing possible communication barriers or assistive technology needs also helps tailor interventions to promote optimal participation.

Three Measurable IEP Goals

Goals form the core of the IEP, offering clear targets for academic and functional progress. For Lesley, three specific, measurable goals include:

1. Lesley will improve her reading comprehension skills by achieving at least 80% accuracy on grade-level passages, as measured by weekly assessments, within the next 12 months.
2. Lesley will demonstrate increased independence in self-care routines, such as choosing appropriate classroom materials and managing personal hygiene, achieving consistent independent performance in 4 out of 5 opportunities over three consecutive months.
3. Lesley will enhance her social interactions by initiating and maintaining peer conversations during structured activities, increasing her engagement to at least three peer interactions per session over six months.

Accommodations

Accommodations adjust how instruction and assessments are delivered without altering educational standards. For Lesley, accommodations include extended time for tests, preferential seating near the teacher, visual aids during instruction, and access to assistive technology such as speech-to-text devices. These modifications support her in accessing the curriculum fully and demonstrate a commitment to equitable learning opportunities.

Special Education Services to be Provided

Lesley's IEP specifies the services necessary to support her educational progress, including speech and language therapy twice a week, occupational therapy sessions focusing on fine motor skills, and individualized counseling to support emotional regulation. Additionally, specialized instruction in reading and social skills will be provided by a dedicated educator in a small group setting. These services are tailored to address her specific areas of need identified during the PLAAFP review.

Least Restrictive Environment

The principle of least restrictive environment (LRE) emphasizes that students with disabilities should be educated alongside their nondisabled peers to the greatest extent appropriate. For Lesley, this means attending her general education classroom with supplemental support and accommodations, participating in typical classroom activities, while receiving additional services as needed outside the regular setting. Regular progress monitoring will determine if further inclusion or more restrictive placement is necessary, ensuring her educational environment remains as inclusive as possible.

Conclusion

Developing a comprehensive and individualized IEP requires careful consideration of multiple components to create an effective educational plan. By incorporating detailed documentation, measurable goals, appropriate accommodations, specific services, and adherence to the LRE principle, educators can significantly enhance the learning experiences of students like Lesley. This collaborative, student-centered approach ensures that each child’s unique needs are met within a supportive and inclusive educational environment.

References

• Fix, N., & Parette, H. (2020). Myles' Special Education Interventions and Strategies. SAGE Publications.
• Salvia, J., & Ysseldyke, J. E. (2019). Assessment in Special and Inclusive Education. Cengage Learning.
• McLeskey, J., & Waldron, N. L. (2017). Inclusive education in action: Making differences ordinary. Routledge.
• O’Donnell, J., & Langton-Trope, L. (2021). Creating Individualized Education Programs for Students with Disabilities. Teachers College Press.
• U.S. Department of Education. (2020). A Guide to the Individuals with Disabilities Education Act (IDEA). Office of Special Education and Rehabilitative Services.
• Friend, M., & Bursuck, W. D. (2019). Including Students with Special Needs: A Practical Guide for Classroom Teachers. Pearson.
• Hosp, J., & Wohlstetter, P. (2022). The Policy and Practice of Inclusion: From Segregation to Integration. Educational Policy.
• Noel, A. M., & Van Reusen, A. K. (2018). Critical literacy in inclusive classrooms: Transformative teaching for social justice. Teachers College Record.
• Sailor, W., & Dunlap, G. (2019). Positive behavior support in the classroom. Guilford Publications.
• Conroy, M. A., et al. (2021). Monitoring student progress in special education. Journal of Special Education Leadership.