Jeffery only reads on about a fourth-grade level. Jeffrey met the eligibility to receive special education services and was classified as having a learning disability. According an article Special Education 101, “Half of all special education students are learning disabled. An estimated 80-90 percent have reading problems” (Kafer 2002). The processes and procedures to be followed after the identification of Jeffrey’s disability include developing an Individualized Education Program (IEP), placement, an annual review and a three year re-evaluation.
An initial Individualized Education Program is one of the first and most important processes to implement once Jeffery has been classified. The standard definition of an IEP that is recognized by most educational organizations is defined on the website, www. concordspedpac. org, as An Individualized Education Program (IEP) describes the educational program that has been designed to meet that child’s unique needs. Each child who receives special education and related services must have an IEP.
Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when age appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability. The Individualized Education Program (IEP) is a legally binding document (Offei 2007).
The initial IEP meeting should consist of the parents of the student, a special education teacher, a general education teacher, a representative of the school board, an interpreter to define the instructional implications of the evaluation, and when appropriate the student. Although the input of the student’s parents is important when developing an IEP, the IEP should include; the student’s educational skills, their performance in the general curriculum, goals for the student and information about the special education services, such as supplemental aids or services to be provided to the student.
Techniques and time frames for progress evaluations, modifications, accommodations, and an estimated amount of time the student will require special education are other requirements of an IEP. Other related services such as transportation, language, speech, occupational or physical therapy should also be noted. The Individualized Education Program developed for Jeffery will assist with the placement process of Jeffery. The placement process is vital because this will determine the best learning environment for him.
There are a variety of options from providing Jeffery with support in a general education environment to placing him in a self-contained classroom. The principle placement for Jeffery is in the least restrictive learning environment. The initial IEP will not accommodate Jeffery’s needs during his entire educational experience. An annual review of his IEP is vital for the academic success of Jeffery. During this procedure Jeffery’s goals will be reviewed and revised. The progress of him reaching his goals will determine altercations or development of new goals.
Alternative testing methods and Jeffery’s scores on these forms of tests may also contribute to other revisions and altercations of his IEP. An annual review alone does not assure Jeffery’s academic success. A three year re-evaluation will not only provide additional assurance of his academic success it also determines current educational needs and special education eligibility. The annual review also permits the advancement in technology to be integrated into Jeffery’s IEP.
The processes and procedures followed after the identification of Jeffrey’s disability included developing an Individualized Education Program (IEP), placement, an annual review and a three year re-evaluation. These processes and procedures are the main components that assure academic success to students with special needs. The transition of special needs students into society has made a developed transition plan for their future an additional component not only for academic success but also for survival among such a diversity of people.
References Safer, Krista (2002). Special Education 101. The Heritage Foundaion, WebMemo 169. Retrieved September 12, 2009 from http://www. heritage. org/research/education/wm169. cfm Offei, Melody (2007). What is an IEP ? Retrieved September 12, 2009 from http://www. concordspedpac. org/WhatIEP. htm#IEP_def Rosenberg, M. S. , Westling, D. L. , & McLeskey, J. (2008). Special education for today’s teachers: An introduction. Upper Saddle River, New Jersey: Pearson Education.
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