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The (IEP) Individualize Educational Plan for students with speech and language disorders - Research Paper Example

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Individualized Education Program (IEP) for Children with Special Needs (Name of Student) (Name of Institution) I. Introduction A. Background and Need The Salamanca Statement indicates that the United Nations Educational Scientific and Cultural Organization (UNESCO) mandated all governments to enroll all students in regular schools regardless of their abilities or disabilities…
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The (IEP) Individualize Educational Plan for students with speech and language disorders
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Download file to see previous pages Inclusive education is defined by the Salamanca Framework of Action as “education in the mainstream of regular education regardless of race, linguistic ability, economic status, gender, age, ability, ethnicity, religious and sexual orientation”. The Individuals with Disabilities Act (IDEA, 2004) prescribed educational institutions to thoroughly consider the needs of students with special education needs. Each child with disability will be furnished with an Individualized Education Program (IEP). An IEP is the educational map used for children with disabilities availing of special education services in schools. Under Public law 108-144, the IEPs are required to have the following components: the child’s present level of performance; measurable annual goals; how the child’s progress toward meeting the annual goals will be measured and when periodic reports on the progress the child is making toward meeting the annual goals will be provided; the special education (i.e., specially designed instruction) and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child; program modifications or supports for school personnel that will be provided for the child; the extent to which the child will not participate with nondisabled children in the regular classroom; and individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on state and districtwide assessments (PL 108-446, 2004) IDEA (2004) emphasizes the accurate and objective measurement of the student’s progress B. Statement of the Problem This paper aims to explore what individual education programs (IEPs) are for children with special education needs. How is the curriculum modified to suit their needs? C. Summary This chapter has presented the concept of inclusion education the Individualized Educational Program as mandated by law to be provided to children with special education needs. II. Literature Review A. Introduction and Overview Children with special education needs usually have more difficulty coping with the learning tasks in the inclusive classroom, considering they learn with more able peers. Thanks to government mandates Individuals with Disabilities Act (IDEA) and No Child Left Behind Act (NCLB) as implementation from the Salamanca Framework of Action of UNESCO that children with special education needs have same rights and privileges as typically-developing children. Diliberto and Brewer (2012) define the IEP as the “curriculum road map for special education services developed by a team of individuals who are critical to the student's educational success” (p. 31). This program should be based on the appropriate assessment of the student’s strengths and needs by the whole IEP team (O'Conner & Wyasik, 2008). In order to address the learning needs of students with special education needs, teachers should prepare their IEP based on the recommended goals and objectives of professionals who have diagnosed the learners. The teachers themselves should assess the students’ academic performance in all subjects or curricular areas by using both formal and formal assessment materials, interviews with other teachers of their observations and determining the students’ strengths and weaknesses. All observations and judgments regarding the students’ abilities should be considered in the design of the IEP. After looking into the student, the teacher should now analyze if the curriculum for the students’ class or level is appropriate to the students with spe ...Download file to see next pagesRead More
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