The IEP Process, IEPS and 504 Plans - Assignment Example

Question The module outlines the construction process of the IEPs for the children with disabilities. It outlines civilright to non-discrimination, which prohibit discrimination based on the disability within the programs regarding receiving the financial support. The information mainly encompasses individuals charged with making IEPs team, which entail parents, teacher, the agency representative and experts for interpreting the institutional implications of assessments outcomes. Question 2 Connections that are commonly made before learning and experiences cover vision, principles, and effective pedagogy.

Effective pedagogy entails building on the students learning locations and corresponding home practices. Effective pedagogy aids in the facilitation of shared learning activities and conversations among the students with inclusion of the family members and populace within the broader community (Wilmshurst & Alan, pp123-167). Learning conversations and learning partnerships is normally encouraged. Learn new learning within a variety of concepts aids in covering greater depth. Vision entail connecting association among the students coupled with efficient user of communications tools.

Principles link high expectations, community commitment, and the inclusion (Wolraich, pp189-213). Question 3 There are five misconceptions of information in the IEPs for disability children within this module. The misconceptions that the student’s teacher is acquainted with what is within the child’s IEP is common among the parents (Wolraich, pp189-213). Parents ought to meet with the teacher particularly when there is a change within the classroom teachers at the semester break, when a new teacher is employed, and when the school starts New Year.

Misconceptions that the school technically is demanded to offer the services and assistance as stipulated within an IEP since it is a legal contract. Moreover, it affects the child’s performance thus; parents ought to monitor the child’s homework, exam progress and attitude regarding school (Wilmshurst & Alan, pp123-167). There is also a misconception that each child that struggles possesses an IEP. Certain children normally struggle with the reading and writing but do not have a disability.

Moreover, particular children diagnosed with disabilities might not necessarily qualify for an IEP and might be suitable for a 504 plan. There is also a misconception that IEP continues beyond high school is not true as IDEA services do not extend into the college and workplace. Parents normally assume that their children will be offered services after finishing high school. The misconception that any child with a learning disability ought to have an IEP to finish school successfully is wrong LD stipulates that child’s IEP is solely viable for team execution.

Question 4 This information will assist parents in taking part within all the process with the IEP and eradicating the false misconceptions thus advancing implementation process of IEP programs (Wolraich, pp189-213). Moreover, knowing the interrelation of the issues within the pedagogy, vision and principles will aid in comprehension of the instructions and learning among the parents, teachers, and the children. Question 5 This information offer study of basic connection namely vision, principles and efficient pedagogy aids in understanding all the work within the IEPs (Wilmshurst & Alan, pp123-167).

Vision outlines the qualities that relate the association among the parties and the effective tool of communication that can aid in planning of the task.Works CitedWilmshurst, Linda, & Alan W. Brue. The Complete Guide to Special Education: Expert Advice on Evaluations, Ieps, and Helping Kids Succeed. Hoboken: John Wiley & Sons, 2010. dberg, Jill A, Michele F. Ziegler, & Lisa Barczyk. Common-sense Classroom Management: Techniques for Working with Students with Significant Disabilities. Thousand Oaks, Calif: Corwin Press, 2009. Print.Kirk, Samuel A, James Gallagher, & Mary R. Coleman. Educating Exceptional Children.

Boston, MA: Houghton Mifflin, 2008. Print.Hiatt-Michael, Diana B. Promising Practices Connecting Schools to Families of Children with Special Needs. Greenwich, Conn: Information Age Pub, 2004. Print.Wolraich, Mark. Developmental-behavioral Pediatrics: Evidence and Practice. Philadelphia: Mosby/Elsevier, 2008. Print.Sousa, David A. The Leadership Brain: How to Lead Todays Schools More Effectively. Thousand Oaks, Calif: Corwin Press, 2003. Print.