What is the importance of the Individualized Education Plan and how is it used to implement services?

            The Individuals with Disabilities Education Act (IDEA), mandates that each student with a diagnosed disability have an Individualized Education Plan (IEP).  The goal of the act is to educate students with disabilities in their least restrictive environment.  The IEP describes how the school plans to educate the student while accommodating their disability.  This often includes modifications for the teacher to implement. 

            The IEP is written and signed by at least a special education teacher, regular education teacher, Local Education Agency (LEA) representative, the student’s parent, and sometimes the student.  IEPs must be reviewed and updated annually and their eligibility for services must be reviewed every three years.  Additional assessments may be needed to determine whether a child’s current placement and services are still appropriate.  IEPs are confidential documents.  One copy is given to the parents and another copy is kept in the students file. 

            The IEP states the services that the student will receive.  It also indicates when and where these services will be given.  Annual goals are recorded, and a way to measure progress is specified.  Often times the IEP team may decide that a student needs related services in addition to their special education services.  Examples may be speech therapy, physical therapy, or occupational therapy.  The IEP states how often and where these services will be given.  Everyone must agree and sign the IEP in order for it to be a valid document.

References:

        Cook, R, Klein, M, & Tessier, A. (2008). Adapting early childhood curricula for children with special needs. Columbus, OH: Pearson.

        Learn NC. (2011, February 13). Individualized education plan. Retrieved from http://www.learnnc.org/reference/Individualized+Education+Plan

Family Involvement

           Family involvement in the individualized education plan is extremely important in order for the student to reach his or her fullest potential.  Not only is it important for a child with special needs to work on goals at home, but it is also beneficial for them to work on goals at home as well.  Therefore, parents should be involved in setting goals for their child as well as the teacher.  Often times IFSP goals do focus on family.  For example, the goal may address the mother playing more with her child or a father using better time management skills. 

           It is also important for families to be aware of what is taking place with their child’s education.  To achieve this, information should be shared with both teachers and parents prior to IEP meetings so that each member of the team has time to review, process, develop questions and reflect before the meeting takes place.  Parents should never be caught off guard by information during a meeting. 

            DEC recommended practices states that goals should be developed during the IEP/IFSP meeting and not prewritten and reviewed at the meeting.  Unfortunately I often times find that goals are prewritten because of limited time for meetings.  It is very important for families to be involved in the writing of goals.  This will help parents be more on board with working on the goals at home if they have had input in them. 

            I think most all professional recognize that family involvement is extremely important in the individualized education plan; I think the hardest part is figuring out how to get them involved and keep them involved throughout their child’s education. 

References:

Sandall, S, Mary, H, Barbara, S, & Mary, M. (2005). Dec recommended practices. Missoula, MT: Division for Early Childhood.

Case Law Assignment

Public Law 94-142: 

The Education for All Handicapped Children Act of 1975

            This law has made a huge influence on special education services as it was the first piece of national legislation to mandate appropriate and free education for students with disabilities.  It was signed into law by President Gerald Ford in November 1975.  The law was to go into effect by September 1, 1978.  This law is now known more commonly referred to as IDEA, Individuals with Disabilities Education Act.    

            The law requires that the following members be present when developing and individualized education program (IEP):  school representative, teacher, parents/guardians, and whenever possible the child.  The written statement (IEP) must include:

·         a statement of the child’s present level of academic functioning

·         a declaration of annual goals complete with appropriate short-term instructional objectives

·         description of specific educational services to be provided to the child and the degree to which the child will participate in regular education programs

·         the proposed date for initiation and estimation of the required length of services

·         annual evaluation procedures specifying objective criteria designed to determine whether the short-term instructional objective shave been met

            The law also requires the children with disabilities be served in the least restrictive environment appropriate to their educational needs.  This means that children can only be placed in separate classes or schools when their disability is so serve that regular school placement is considered inappropriate. 

            The law also legally protects parents by providing them the right to examine all records, obtain independent evaluation, and it requires written notification to the parent in their native language when there are plans to change a child’s individual education program.  Parents are entitled to a meeting before termination, exclusion, or classification of a student into a special program. 

References:

Adapting Early Childhood Curricula for Children with Special Needs by Ruth E. Cook, M. Diane Klein, and Annette Tessier. 

Professional Resources retrieved at http://college.cengage.com/education/resources/res_prof/students/spec_ed/legislation/pl_94-142.html

Introduction

Hello!

I graduated from ECU in 2005 with a degree in Family and Community Services.  This is my final class to complete my Birth to Kindergarten add on!  I am the Pre-K Licensure/Curriculum Specialist for Lenoir County Schools.  I provide support to all of our preschool classrooms in the county which include 5 More at Four, 3 Exceptional Children’s, and 2 Family Literacy classes.  Before taking on my new role this school year, I was an EC Pre-K Teacher for a self-contained classroom of children with developmental delays.  I also served on our assessment team in which we used a play-based assessment to evaluate preschool children. 

I am very dedicated to my job and serving our children, sometimes too dedicated!  I have a strong passion for early childhood education and making sure that everyone understands the importance of early intervention.  I wish that more people understood that learning begins way before Kindergarten.  Right now I am looking forward to finishing up my BK add-on and I then hope to continue pursuing my master’s degree in administration.  I look forward to an exciting semester filled with learning lots of valuable knowledge.