Individual Education Program , also called IEP , is a document developed for every public school child in need of special education. IEP is created through team effort, periodically reviewed. In the United States, the program is known as the Individual Educational Program (IEP), and similarly in Canada, the program is referred to as Individual Educational Plan or Special Education Plan (SEP). In the UK, equivalent documents are called Individual Education System . In Saudi Arabia, the document is known as Individual Education Program .
The IEP defines the individual goal of a child who has been determined to have a disability or require special accommodation, as defined by federal regulations. IEP is intended to help children achieve educational goals more easily than they should. In all cases the IEP should be tailored to the needs of each student as identified by the IEP evaluation process, and in particular should help teachers and relevant service providers (such as paraprofessional educators) understand student disabilities and how disabilities affect the learning process.
The IEP explains how students learn, how best students show that learning and what teachers and service providers will do to help students learn more effectively. Developing an IEP requires evaluation of students in all areas dealing with suspected disabilities, simultaneously taking into account the ability to access a common curriculum, considering how disability affects student learning, establishing goals and objectives that are appropriate to the student's needs, and selecting placements in the least restrictive environment which is possible for students.
As long as a student is eligible for special education, the IEP is mandated to be regularly maintained and updated to the point of high school graduation, or before the 21st anniversary or 22nd birthday. If a student in special education attends university after graduation, the university's own systems and procedures take over. Placements often occur in "general education," the main classes, and special classes or sub-specialties taught by special education teachers, sometimes in the resource room.
The IEP is intended to ensure that students receive the right placement, not only in a special educational classroom or special school. It is intended to give students the opportunity to participate in the school culture and regular academics as much as possible for such individual students. In this way, students can have special assistance only when the assistance is absolutely necessary, and instead retain the freedom to interact with and participate in the activities of their more common colleagues.
Video Individualized Education Program
Definisi individual
Individual needs of each child in the IEP. Such resources are available to ensure they receive accurate education according to their needs.
Maps Individualized Education Program
Saudi Arabia
In Saudi Arabia, all schools must provide an IEP for all students with disabilities. The IEP manufacturing process in Saudi Arabia can exclude parents and other service providers.
United States
In the US, Individuals with Disabilities Education Improvement Act of 2004 (IDEA) require public schools to develop IEPs for each disabled student found to meet federal and state requirements for special education. The IEP should be designed to provide children with Appropriate Public Education (FAPE). IEP refers both to educational programs to be provided to a child with a disability and written documents that describe the educational program. IDEA requires that the IEP be written in accordance with the needs of each qualified student based on IDEA; The IEP must also comply with state regulations. The following should be included.
- Current level of academic and functional performance of students
- Measurable yearly goals, including academic and functional goals
- How student progress in achieving annual goals should be measured and reported to parents
- Special education and related services, as well as additional help to be provided to students
- The service schedule to be provided, including when the service should start, the frequency, duration, and location for service provision
- Modifications or program support are provided to school personnel on behalf of the child
- Little Data Environment Restrictions that include calculating the amount of time each student has to spend in a general education setting compared to the amount of time that will be spent in a special educational setting
- Explanations whenever children will not participate together with non-disabled children
- Accommodations to be made available during state and district appraisals that are necessary to measure students' academic and functional performance
- Students should attend if necessary. If a student is over fourteen, he should be invited to be part of the IEP team.
- Also, when a student is sixteen, a post-secondary purpose statement and a plan to provide what students need to make a successful transition is necessary. This transitional plan can be made at an earlier age if desired, but must already exist at the age of sixteen.
The IEP should also include other relevant information deemed necessary by the team, such as a health plan or behavioral plan for some students.
Canada
In Canada, Individual Education Plans (IEPs) are often referred to as Special Education Plans (SEP), Individual Program Plans (IPP), Student Support Plans (SSPs), or Individual Support Services Packages (ISSP) depending on the province or region.
The IEP system in Canada functions very similarly to the US, but the rules vary across provinces.
Procedural requirements for development
The result of the IEP development process is an official document describing an educational plan designed to meet the unique needs of a child with disabilities.
Eligibility determination for special education
Before the IEP is written for a child with a disability, the school must first determine if the child is eligible for a special education service. To be eligible, a child's disability must have adverse effects on the child's educational progress.
To determine eligibility, schools should undertake a full evaluation of the child in all areas of suspected disability. Partly based on evaluation results, schools together with parents meet to review current child outcomes and performance levels and to determine if special education services are needed.
If the child is eligible for service, the school is required to organize an IEP team and develop an appropriate educational plan for the child. The IEP should be implemented as soon as possible after the child is determined to be eligible. IDEA does not specify a certain time period for each step. However, some states have added specific schedules that schools must follow for eligibility, IEP development, and IEP implementation milestones.
As outlined by IDEA, students may receive appropriate free education under special educational law if they fall into one of the 14 categories:
1. Autism
2. Fire-Buta
3. Deafness
4. Developmental delays (for children ages 3-9 years, vary by state)
5. Emotional and behavioral disorders
6. Hearing loss
7. Intellectual disability (formerly referred to as mental retardation)
8. Some defects
9. Orthopedic disorders
10. Other health problems
11. Certain learning disabilities
12. Speech or language disorder
13. Traumatic brain injury
14. Visual disturbances, including blindness
While school teachers and psychologists have the ability to begin evaluation for the eligibility of specialized education services, they are not eligible to make a medical diagnosis. Attention deficit hyperactive disorder (ADHD), autism spectrum disorder (ASD), and physical delay and progression should be diagnosed by a physician. Although most children with physical or developmental delay, who have received consistent medical care, are diagnosed at an early stage by their pediatrician, it is important to include a medical professional in the student evaluation process if any of the conditions are suspected but undiagnosed. When children are diagnosed early, they can start receiving services at an early stage of development. The state health and/or education department offers early intervention services for children under the age of three. The public school system offers services for children from three to twenty-one years of age.
IEP team members
The IEP team includes students, parents (s) or legal guardians, special education teachers, at least one public education teacher, school or school district representative who is knowledgeable about the availability of school resources, and an individual who can interpret the instructional implications of the evaluation results students (such as school psychologists).
Parents or schools can also bring in other individuals who have special knowledge or expertise about the child. For example, schools may invite related service providers such as speech and occupational therapists. Parents can invite professionals who have worked with or judged a child, or someone to help parents in advocating for the needs of their child, such as a parent advocate or lawyer.
If appropriate, children may also participate in IEP team meetings. For example, some children start participating in their IEP meetings when they reach middle school age.
Typical IEP teams, and team meetings include:
- One or both parents of the child. Consistent with the stated policy of IDEA, parents should expect to be treated as equal participants with school personnel in developing IEP.
- The case managers or school district representatives (not student teachers) are eligible to provide or supervise special education.
- Teacher student (s), and principal (s). If the child has more than one teacher, then all teachers are invited to attend, with at least one teacher required to attend.
- If the recommended program includes activities with general education students, even if the child is in a special education class at the school, a general education teacher is required to attend.
- Each service provider is linked to the child. Usually this is a speech therapy, occupational therapy, or a tailored physical education.
- Professionals are eligible to explain test results. This usually requires at least the presence of a psychologist and educational evaluator, if the assessment or report is reviewed. This usually occurs in a 3 year review, or three years of IEP.
- Parents can bring along other people who are involved with the children they think are important for the IEP team to hear; for example, a child psychologist or tutor.
- Parents may choose to bring educational advocates, social workers, and/or lawyers who are knowledgeable in the IEP process.
- While not required, if students receive related services (such as speech therapy, music therapy, physical therapy or occupational therapy), it is important for relevant service personnel to attend meetings or at least provide written recommendations on services in their particular field.
- A student counselor may be required who is present to discuss courses that may be required for students for their education.
Parent role
Parents should be considered as full and equal members of the IEP team, along with school personnel. Parents have the right to engage in meetings that address the identification, evaluation, development of IEP, and the placement of their children's education. They also have the right to ask questions, dispute points, and request modifications to the plan, as do all members of the IEP team.
Although the IEP team is required to work towards consensus, school personnel are ultimately responsible for ensuring that the IEP includes services required by students. The school district is required by law to make proposals for services to parents. If an agreement can not be reached, the school district can not delay in providing services that are believed to be excellent services to ensure that students receive effective education programs.
Under IDEA Part D, the US Department of Education funds at least one training center and parental information in each state and most areas to provide parents with the information they need to effectively advocate for their child. Some centers may also provide knowledgeable people to accompany parents to an IEP meeting to help parents in the process.
Schools are mandated to make sure that one or both parents are present at each of the IEP team meetings. If parents are absent, schools are required to demonstrate that due diligence is done to enable parents to attend, including telling parents early enough that they have the opportunity to attend, schedule meetings at mutually agreed time and place, offer alternative means of participation, like a conference call.
Schools should ensure that parents understand the process of meeting the IEP team, including arranging translators for deaf or non-native English speakers.
Develop a student education plan
Once a student is determined to qualify for a special education service, an IEP team is required to develop an individual educational plan to be implemented as soon as feasible after eligibility. Using full individual evaluation results (FIEs), the IEP teams work together to identify current levels of student education performance, as well as the student-specific academic and related or specialized services that children need to benefit from them. education.
When developing an IEP, teams should consider student strengths, parental concerns for their students' education, initial or updated outcomes of the child (including personal evaluations made by parents), and academic, developmental and functional needs of the child. The team should also consider areas of deficit. Appropriate annual targets and targets should be made to improve the deficit area. In the case of a child whose behavior impedes the learning of students or other children, the team should consider the use of Positive Behavioral Interventions and Support to address such behavior. FBA may be required by the team to address behavioral issues. An FBA is performed by a child psychologist with input from the IEP team.
The IEP team needs to consider the communication needs of the child. For example, if a child is blind or visually impaired, the IEP is mandated to provide instruction in Braille and Braille use unless an evaluation of child reading, writing skills, needs, and future needs indicates that this instruction is inappropriate for the child. If a child is deaf or deaf, the team needs to consider the language and communication needs of the child, including the need to communicate with school personnel and peers, and the child's need for direct instruction in the language and mode of communication of the child. In the case of a child with limited English proficiency, the team should consider the child's language requirements as they relate to the child's IEP.
A matrix compiled containing current student performance levels, indicators of how students' disabilities affect participation and progress in the general curriculum, measurable goal statements, including short-term benchmarks or goals, specific educational services to be provided, including program modification or support, an explanation of the extent to which children will not participate in general education, descriptions of all modifications in the statewide or district assessment, the projected date for service initiation and the expected duration of the service, the annual statement of transitional service needs (beginning at age 14); and statement of interagency responsibilities to ensure continuity of service when students leave school (at age 16), a statement on how student progress will be measured and how parents will be notified in the process.
IDEA requires that the child's IEP be developed solely on the basis of the child's needs, and not based on pre-existing programs or services in the district. Whether a particular service is available in the district should not be considered when identifying the services a child needs to receive the appropriate education.
Specify the appropriate placement
Once the IEP is developed, the IEP team determines the placement - that is, the environment in which the child's IEP can be readily implemented. IDEA requires that the IEP be complete before placement decisions are made so that the child's educational needs encourage the IEP development process. Schools may not develop a child's IEP to match a pre-existing program for a particular disability classification. IEP is written to fit the students. Placements are selected to match the IEP.
IDEA requires state and local education institutions to educate disabled children with their peers who are not as disabled as possible. A child may only be placed in a separate school or special class if the severity or nature of disability is such that appropriate education can not be provided to a child in an ordinary class, even with the use of additional assistance and services. When determining placements, the initial assumptions should be the current student's academic level and needs as evidenced by the disability.
Some of the more common placement settings include general education classes, integrated classes, resource classes, self-service classes, and other settings, which include separate schools and residential facilities. The school system can fulfill its obligations to ensure that children have appropriate placements available by: providing appropriate programs for the child itself, consulting with other agencies to provide appropriate programs, or utilizing some other mechanisms/arrangements consistent with IDEA. The placement group will base its decision on the IEP and which placement options are appropriate for the child. Public education classes are seen as the least restrictive environment. In addition to general education teachers, there is also ideally going to be a Special Education teacher. Special education teachers adjust the curriculum to student needs. Most school-age IEP students spend at least 80 percent of their school time in this setting with their peers. Research shows students with special needs benefits from those included in general education and from participation in the general education curriculum.
The integrated classroom consists of mostly neuro-typical children with some children who have an IEP. These are usually children with higher functioning disabilities who need assistance in the field of social skills. This arrangement allows them to model the behavior of neuro-typical children. There is usually a maid in this classroom to help children with IEP.
The next setting is a resource class where Special Education teachers work with small groups of students using techniques that work more efficiently with students. This arrangement is available for students who spend between 40- 79 percent of their time in public education classes. The term "resource" in this context refers to the amount of time spent outside of general education, not the form of instruction.
Other setting options are separate classrooms. When students spend less than 40 percent of their day in public education classes, they are said to be placed in separate classes. Students are allowed to work in small, highly structured settings with a special education teacher. Students in separate classes can work at different academic levels. Other arrangements include separate schools and residential facilities. Students in this setting receive highly specialized training to address specific learning and behavioral needs. Students will receive both academic instruction and life skills. These schools have the highest levels of structure, routine, and consistency.
Implementation
Once the IEP is developed and placement is determined, the student teacher is responsible for implementing all educational services, modifications or program support as indicated by the individual education plan.
Schools are required to have an applicable IEP at the beginning of the school year. The initial IEP should be developed within 30 days from the determination of eligibility, and the services specified in the child's IEP should be provided as soon as possible after the IEP is developed.
Annual review
The IEP team is responsible for conducting an annual review to ensure that students meet the goals and/or make progress on the benchmarks specified for each goal. If the IEP does not help students in the classroom, an immediate revision will occur.
Reception and amendments
The initial IEP is required to be accepted and signed by the parent or guardian before any of the described services can begin. It used to be that parents had 30 calendar days to bring paper back home for their consideration. Currently IEP must be signed or appealed within 10 days, or schools can apply the latest version.
Procedural protection
School personnel have an obligation to provide parents with a Safeguural Procedure Procedure, which is necessary to include an explanation of all procedural safeguards built into IDEA. In addition, the information must be in an understandable language and in the parent's original language.
A copy of the Procedural Protection Procedure Notice is required to be presented at an IEP meeting. Schools must provide a copy of a child's IEP to parents at no cost to parents.
An extensive system of conflict resolution procedures set forth in the provisions of the law. They include: the right to check records, advance notice of intent to change educational programs, the right to engage in mediation, and the right to impartial judicial process examination.
Services that may be available for disabled children
- Specially designed instructions
- Related services
- Modify the program
- Class accommodation
- Additional help and services
- Reference space
Custom designed instructions
Specially designed instructions affect instructional content, instructional delivery methods, and performance methods and criteria needed to help students make meaningful educational progress. These instructions are designed by or with special education teachers who are provided with appropriate credentials or service providers. Students may have better success with small group teaching as they are presented in the resource space (mandated by programs and placements outlined in the IEP) especially with language-based instruction.
For some students, teachers may need to present information through manipulative use. For other students, teachers may need to select and teach only key key concepts and then alter evaluation activities and criteria to match these content changes.
The IEP team determines whether a particular type of instruction is included in the student's IEP. Generally, if the methodology is an essential part of what is required to meet the individual needs of students, the methodology is included. For example, if a student has a learning disability and has not learned to read using traditional methods, then another method is used. When incorporating such IEP recommendations, the Team describes the components of the appropriate type of methodology, as opposed to naming a particular program.
Related services
If children need additional services to access or benefit from special education, schools are required to provide related services. These include, but are not limited to, speech therapy, occupational or physical therapy, interpreters, medical services (such as nursing procedures for children during daytime, for example, catheterization), orientation and mobility services, parental counseling and training for help parents support the implementation of their child's IEP, psychological or counseling services, recreational services, rehabilitation, social work services, and transportation.
Modify the program
- Modify the contents of the program
- Decrease success criteria for academic success
- Decrease an alternate status assessment, such as a grade level rating
Class accommodation
Some student education needs can be met using accommodation. Accommodation is usually provided by public educators in a public education environment. Accommodations do not involve modifying material content but allow students to receive information or to show what they have learned in a way that works around their damage, thus minimizing the likelihood of significant disability. For example, a child may complete fewer/different parts of homework or assessment than any other student. They may also write shorter papers or be given different projects and tasks to replace the original task.
Accommodation can also include provisions such as special seating, providing photocopy of teacher records, giving oral quizs rather than written, extra time for tests and assignments, use of word processor or laptop, taking tests in quiet spaces, hints and reminders to focus. , rest for sensory needs, and assistance with specific subject areas.
Modifications in the curriculum can occur if a student needs to learn the material that the class has moved from, such as working on the exponent while the class moves to apply it in the sequence of operations. They can also occur in the assessment rubric, where a student with an IEP can be assessed on a different standard than other students.
Additional help and services
- Assistive technology
- Teacher assistance in the classroom that provides additional support for one or more specific students
Transportation
If necessary a student will be provided with special transport. This can happen if the student has a severe disability and needs a wheelchair, or is identified with an emotional problem.
See also
- Custom Help Program (Australian education)
- Section 504 of the Rehabilitation Act
Note
References
- Alquraini, Turkey (2011). "Special Education in Saudi Arabia: Challenges, Perspectives, Possible Future". International Journal of Special Education . 26 (2): 149-159. ISSN 0827-3383 - via ERIC. Kamens, M. W. (2004).
- Interventions in Schools and Clinics . 40 (2): 76-80. doi: 10.1177/10534512040400020201.
- Katsiyannis, A., & amp; Maag, J. W. (2001). Educational methodology: Legal and practical considerations. Preventing School Failure, 46 (1), 31-36.
- Lewis, A. C. (2005). New old IDEA. The Education Digest, 70 (5), 68-70.
- Patterson, K. (2005). What class teachers need to know about IDEA '97. Kappa Delta Pi Record, 41 (2), 62-67.
- Weishaar, M. K. (2001). The role of regular educators in the individual education planning process. The Clearing House, 75 (2), 96-98.
- Ormrod, Jeanne Ellis. Educational Psychology: Developing Learners (fifth edition). Pearson, Merrill Prentice Hall, 2006,.mmmlmnl
- Man, Dawn. SAGE handbook of special education. Chapter 35. Thousand Oaks, California: SAGE Publications, 2007. 460-463. Print.
- Pierangelo, Roger, and George Giuliani. Transitional services in special education. Pearson Education, INC, 2004. 3-9. Print.
External links
- The IEP Learning Trust UK model, Hackney, UK
- IEP Writer Comparison of available IEP stationery for teachers
- All About the IEP from the National Dissemination Center for Children with Disabilities
- Individual Education Program in New Zealand
- Individual Educational Plan with Foerderplaner V2
Source of the article : Wikipedia
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