Special Education Individualized Education Program - Research Paper Example

REFERENCES Common Sense Media , To Sir, with Love, retrieved March 12 from http www.commonsensemedia.org/movie-reviews/sir-love DiMauro M (2009), The Major Components of the IEP - Students with Disabilities, Bright Hubs, retrieved March 11 2011 from http://www.brighthub.com/education/special/articles/978.aspx#?=&cb=f39307989064748764&relation=parent.parent&transport=fragment&type=resize&height=24 Education.Com (2011) Six Major Principles of IDEA retrieved March 10 2011 from http://www.education.

com/reference/article/six-major-principles-idea/ Individualized Education Program (2010), IEP meetings retrieved 11 March 2011 from http://www.freeiep.com/iep-meetings.html Individualized Education Program (2010), Individualized Education Program Components retrieved March 11 2011 from http://www.freeiep.com/index.html Mcrae S 2008 The pros and cons of having your child labeled as learning disabled http://www.helium.com/items/782464-the-pros-and-cons-of-having-your-child-labeled-as-learning-disabled APPENDIXARTICLES USEDDiMauro M The Major Components of the IEP - Students with Disabilities As a legally binding document, the IEP must include major components that school districts and teachers in the classroom are legally obligated to follow.

The IEP must include written specifics of the services needed and delivered for students with disabilities. Major IEP Components In writing an IEP (Individualized Education Program), there are major components that must be contained in the actual document. In outlining those components, it is important to also include additional IEP considerations relevant to student academic and behavioral performance in school communities. IEP Components Narrative and quantitative current levels of performance (CLOP) Include diagnostic results of Brigance testing-given every year Current progress performance in academic and behavioral support in student interventions Narrative teacher feedback on student class inclusion Progress reports within the school year mailed to parents and given to students Student scores on state standardized assessments Learning and behavioral goals and objectives Quantifiable and measurable goals-Brigance testing and teacher feedback Transitional plan-postsecondary education-include internships and vocational education plans Placement-Least Restrictive Environment (LRE) Appropriate placement consistent with IEP diagnostics of skill levels and current performance Placement in core and elective classes, internship options, community resources, and transitional program options Written explanation of placement choices including rationale and quantifiable information on skills and behaviors supporting LRE placements IEP service dates and accommodations Written dates of services and types of inclusions-make sure that IEP meeting takes place with all parties included Include related services such as transportation-(door to door; regular bus service) Additional accommodations-supplementary supports (speech, behavioral interventions) and assistive technology needs.

Placement modifications and curriculum modifications-be specific in types of modification and provide written rationale Required signature page Page must contain all relevant signatures. Start meeting with signatures and end meeting with second check of signatures and any changes requested in IEP Include email request or written request for all participants to attend meeting Parent participation is necessary-send written invitation to parents at least three times per certified mail. If parents cannot attend meeting, conduct a phone conference and include that information on the IEP.

Send parents a copy of the completed IEP via certified mail and indicate date mailed (within three days of the meeting) and IEP case manager initials sending the IEP) The pros and cons of having your child labeled as learning disabled by Shelly Mcrae January 08, 2008 The practice within the educational community of labeling children is tied to funding. When a child falls into a disability category, such as learning disabled (LD), the district, and the school the child attends, is given funding to offset the extra costs of educating that child.

Because children with learning disabilities are capable of functioning at grade level with assistance outside normal teaching parameters, having your child labeled as LD means he or she gets extra help. This falls squarely on the pro side of labeling. If your child has a language processing disorder and so has difficulty reading, writing and spelling, he or she may be able to participate in language classes with four or five other students, one teacher, and an aide. This individualized attention will help your child succeed.

The down side to this is he or she will be pulled from his regular class during that time. This means all the other students know he is special ed. If there is low tolerance for students outside the norm in your childs particular school, this may prove to be socially damaging. Due to the rising number of children diagnosed with learning disabilities, however, this is becoming less of a problem. More schools are incorporating LD methodologies into the mainstream classroom to accommodate these labeled children, primarily due to the proviso of the No Child Left Behind Act that LD children be mainstreamed.

But IDEA still demands that LD children get the accommodations they need to succeed. This is the real plus side of labeling. However a school decides to construct its program to meet the educational needs of LD children, your labeled child will have extra assistance. Being labeled for educational purposes provides educational opportunities for the learning disabled. The cons lie in social perceptions and intolerance. Children can be cruel to those kids who operate outside the norm, and labeling may call attention those kids.

But as children become more world-wise at earlier ages, this may pass, and tolerance come to be the norm. The larger problem tends to be with intolerant adults. Learning disabled is a relatively new label, and there are, sadly, old school educators who refuse to adapt new teaching methods to accommodate LD children. There are parents and school board members who feel investment in these children should be minimized. Funding, they argue, should be directed toward enhancing the education of those with more potential for success.

There are school administrators who find LD children to be easy targets for blame in instances of bullying or disruption in class or on campus. It is more likely, these administrators would have parents believe, that their disabled child exhibited behavioral problems, rather than the mainstream child initiated an incident with name-calling and bullying.If you child is labeled as learning disabled, work closely with the teacher or teachers to ensure your child is getting all the advantages the label affords her.

But be prepared for intolerance and bigotry not from other children, but from uneducated educators.