Unique Educational Plan - Term Paper Example

? Plan for a and an IEP Introduction An Individualized Education Program (IEP) refers to and educational plan that has been put together to meet a child's unique educational requirements. Each child who gets significant schooling and related services ought to have an Individualized Education Program (Basset, 2011). Each IEP should be planned for one student and should be an accurately individualized manuscript. The Individualized Education Program sets a chance for parents and teachers to join hands to improve educational outcomes for children faced with disabilities (Basset, 2011). Also, included in this plan are the school administrators, students with the appropriate ages, and related services personnel. The Individualized Education Program acts as the foundation of a quality education ground for each child with any form of disability. This paper will come up with a plan that will look to include a child with disabilities in a general class. It will cover some of the characteristics of the disabled child, a list of personnel assigned to the child, and strategies or modifications needed for the child with disabilities to succeed. Finally, it will come up with an Individualized Education Program for this child. A plan for including a child with disabilities in a general class of learners This section will outline a plan that will seek to include a student with disabilities in a general class of students who do not have disabilities. Characteristics There are ten categories of disabilities that might face students. These categories follow as: autism, development delayed, intellectual, sensory, emotional, neurological, communication, specifically learning disability, physical and other health issues (Bateman, 2006). The student in this research is one who suffers physical disabilities issues. A physically disabled person refers to one whose disabilities are as a result of an improper function of any physical part of their body. This could be the legs, eyes, ears, hands among others. A better word of these individuals would be the term disabled. Some of the characteristics of a physically disabled person are as follows: they lack the ability to walk, blindness or their hands might be deformed (Bateman, 2006). This is because some vital part of their physical body parts might not be functioning properly. Personnel assigned to child Major personnel that should be related to these students for them to perform effectively are the school administration, teachers, other students, parents, and guardians. The child also needs to have a committee staff representative. Third party personnel include medical practitioners or health care givers whose duties include dealing with the medical, psychological, or health conditions facing the disabled students (Bateman, 2006). After the Individual Education Plan is created and placement is determined, now comes the implementing part. The child's teachers are accountable for implementing all program modifications, educational services or supports as stated by the Individual Education Plans. Schools should have an Individual Education Plan in place at the start of a school year. Initial Individual Education Plans must be created within a month of the resolve of eligibility. The services stated in the pupil’s Individual Education Plan must be provided as soon as possible. This plan follows as: Yearly review The Individual Education Plan team is responsible for carrying out an annual review of the document. This is important in making sure that the student is meeting educational aims or making progress on the standards specified for every objective (Wright, 2010). Acceptance and amendments A formal Individual Education Plan must be signed by a guardian or parent before any of the stated services may start to function. Nevertheless, guardians or parents do not have to sign any document when it is at first planned (Wright, 2010). Technical safeguards School personnel have a duty to issue the parents of this child with a technical safeguard notice, which should contain a clarification of all of the procedural safeguards set into ideas. In addition, the information should use comprehensible language, and also the traditional language of the parent. A duplicate of the procedural safeguard notice should be presented at the Individual Education Plan meeting. The parents should sign for proof that they were issued with a copy. The school ought to give this child’s parents a duplicate of the child's Individual Education Plan at no cost (Wright, 2010). There are also some noteworthy services that this child with disabilities should enjoy. These services follow as: Specifically deliberated instructions A specifically deliberated instruction concerns the instructional content, ways of instructional issuing, and the performance means. It also caters for the criteria that are essential to help this child make significant educational development. This instruction is created by an outstanding service provider or education teacher. This child may have outstanding achievement with a small group instruction as presented in a resource room commanded by program. The instruction placement should also describe the Individual Education Plan, particularly with language based instruction. For this child, teachers may have to give information to them through the use of controlling ways. Alternatively, teachers may have to select and teach only key areas. After that, they will vary evaluation activities and principles to equal this content change of curriculum among all students. The Individual Education Plan team should establish whether an instruction should be incorporated in the student’s Individual Education Plan. Usually, if the method is a vital part of what is needed to meet the individualized needs of this student, the methodology should be incorporated. For example, if this student portrays learning disabilities and is not taught using proper methods, then other methods may perhaps be needed (Rouse, 1999). Related services If this child requires additional services so as to gain from individual education, schools have to give the related services. Services thought in the idea of Individual Education Plan include speech therapy, physical or occupational therapy, counselling services, medical services, and interpreting services. Other minor services include mobility and orientation services, and teaching the parents for them to hold the achievement of their child’s Individual Education Plan. Parent counseling, recreation services, psychological services, rehabilitation and transportation fall as the third party services which are to be provided in and out of school (Rouse, 1999). Program modifications These modifications circulate around the content of the programs taught and reducing the success plans to create a more achievable success. Decreasing the substitute state assessments would be vital in helping this child attain success (Rouse, 1999). Classroom accommodations Some of the pupil’s educational requirements may be met with the use of accommodations. Accommodations are usually issued by general educators inside the general education setting. Accommodations do not entail altering the material content. They permit students to obtain the information they require for learning. Accommodations may comprise such provisions as providing photocopies of teacher notes and preferential seating to the students. It may include giving verbally rather than written exams, modified assignments and extensive periods for tests and assignments. Furniture can be rearranged to suit the needs of this child. Adaptive equipment and facilities such as ramps or handrails should be considered and others such as coat hooks can be lowered to ensure easier accessibility. Moreover, there might be the use of desktops, or they take exams in a silent room. The Individual Education Plan team must mirror on the effect that disabilities have on educational advancement and then recognize the needed accommodations. Transportation The student should be issued with specialized transportation. This can be the argument if the student suffers stern disability and needs a wheelchair, or is thought to have an emotional disability (Rouse, 1999). An IEP for this child The moment the Identification, Placement, and Review Committee recognize a student as a special student; the principal ought to make sure that an IEP for that pupil is created and strictly upheld. An Individual Education Plan should be created with inputs from the parents or guardians. The Pupil should also be involved if the he or she falls at the age of sixteen years or above. An Individual Education Plan ought to be created within a month of its appointment to a special pupil in a special program. The guardians or parents should be issued with a copy of their own; the pupil has also to be issued with a copy if he or she falls at the age of sixteen years or above. An Individual Education Plan may also be set for students who need accommodations, alternative programs or program modifications. The students should be identified as distinct by the Identification, Placement, and Review Committee (Linden, 2012). An Individual Education Plan identifies the pupil's exact learning expectations and summarizes how the school will tackle these expectations through suitable accommodations. Alternative programs or program modifications, exact assessment and instructional plans will come in place to tackle these expectations. The learning programs given out to the student is customized with regards to the outcome achieved during constant evaluation and assessment. The Individual Education Plan for an exceptional learner whose age falls at fourteen years or above ought to hold the following: a strategy for the changeover to postsecondary learning, or place of work, or to assist the learner survive with full independence in the society. In reviewing or developing the pupil’s Individual Education Plan, thoughts should be given to any proposals made by the Identification, Placement, and Review Committee. These thoughts should circulate around exceptional education services and programs that may be suitable for meeting the student's requirements. To help other support professionals and teachers in setting Individual Education Plans for exceptional pupils, the committee has come up with an Individual Education Plan (Linden, 2012). In conclusion, lots of students with particular requirements will be able to attain the grade level learning opportunity of the regional syllabus needs. This is if suitable distinctive education programs or services are put in place. The Individual Education Plan will document any thoughts that are thought to be necessary for specific pupils to do well. Some pupils may need modifications to the learning expectations of the regional syllabus in maintaining to their individual needs. Such students may be issued with customized prospects. Some of the learners may need different expectations so as to succeed. Different expectations are those that are taken from the expectations set out in committee curriculum plan documents. References Basset, J. (2011). The IEP from A to Z: How to create meaningful and measurable goals and objectives (Jossey-Bass teacher). San Francisco: Jossey-Bass Publishers. Bateman, B. (2006). Writing measurable IEP goals and objectives. Colorado: Attainment Co Inc. Linden, M. (2012). Better IEPs how to develop legally correct and educationally useful programs. Colorado: IEP Resources, Attainment Company. Rouse, B. (1999). Creating a win-win IEP for students with autism: A how-to manual for parents and educators. Arlington: Future Horizons Publishers. Wright, P. (2010). Wrightslaw: All about IEPs. Virginia: Harbor House Law Press. Read More