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IEP Instructional Manual for General Education Teachers

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IEP Instructional Manual for General Education Teachers

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This manual will provide instructional guidance to navigating the IEP as a general education teacher.

You'll find useful resources and visuals to assist in this process and thus work as a team to aid students in their educational paths.

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MDT stands for Multidisciplinary Team; they meet with the purpose of discussing goals, assessments, specific needs and services or special education placement for students.

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A portion of the IEP needs to reflect how the student is currently performing academically.

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Who should you include in the IEP meeting?

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Who should you include in the IEP meeting?

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When meeting for an IEP writing, reviewing or revising, the following people shoul be invited to attend:
1. Parents
2. General Ed. Teachers
3. School psychologist
4. Special Ed. Teacher
5. Individuals with expertise about the specific student
6. A school system representative
7. An interpreter (if the parent speaks a language that is not English)
8. Transition service representative (in the case of a student in transition age)

Archived: Guide to the Individualized Education Program. (n.d.-b). from https://www2.ed.gov/parents/needs/speced/iepguide/index.html

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What services will be provided to me by the IEP?

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What services will be provided to me by the IEP?

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The following are examples of related services that are provided by the IEP.

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Under IDEA it is first determined if a child has a related need for special education services. This is done through and evaluation process. Your local Child Find agency can perform the evaluation to locate the exact need your student might be eligible for. An evaluation will help all parties involved know whether a child has a disability or not. A school professional may also request an evalaution be done, if a parent hasn't already done so. After parental consent, the child is then evaluated. A team of professionals meet to discuss eligibility and determine whether te child is disabled under IDEA terms.
After that, the team has 30 calendar says to formulate the students IEP and meet with the family. Placement is then decided, and the school is responsible for seeing through with the student's IEP. Placement may sometimes be managed by a different group/team. If that is the case, the parents, must also be a part of that group, to determine placement.

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LRE stands for Less Restrictive Environment. Every IEP is designed to meet specific needs of students. In an IEP meeting, or when writing it out together, additional elements may be included. These are added to document that the school district or sate are following state and federal law under IDEA. One of these things being whether the student is placed in a LRE under their IEP. Placement is decided by a group of people andneeds to meet requirements under IDEA'S LRE. Placement will always be measured by the needs of the child.

Archived: Guide to the Individualized Education Program. (n.d.-b). from https://www2.ed.gov/parents/needs/speced/iepguide/index.html

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Below you will see ten examples of accommodations for students with disabilities.

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Schools can provide note takers, audio taped sessions or lectures. You can also provide more time for exams or assignments. Double check their IEP because every student is different.

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You can use visual aids and tactile instructional demonstrations. When it comes to visual aids you can enlarge things or use bolder and larger font. It will depend on the need of the student.

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Classwork or or other materials are provided in an electronic format. A student can also be given a computer with adaptive software in it.

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Students need visual warning systems when there are emergencies in school. Especially when practicing for emergencies. For instance, this school year I have two autistic children in my pre-k class. When we have fire drills, I make sure to walk Daniel to the fire alarm and tell him that the sound it'll make will be loud. But that it has to be loud because we all need to hear it around the whole school. It is reassuring to him, when the sound goes off, that it needs to be that loud for safety reasons. Visual warnings might take you a few more minutes to show and explain to a disabled student, as a verbal warning takes time to Daniel and I, but it is helpful to the overall situation that student will face.

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For students who are blind/visually impaired.

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For students with mobility impairments/disabilities.

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Through my own disability I've come to learn that ramps aren't just for students with wheelchairs. I have no depth perception or bi-lateral vision. So, 3D movies are pointless because nothing pops up the way it should for my sight. I am also color blind and have two blind spots in my better eye. Therefore, i prefer ramps because i can feel the change in elevation versus tripping on stairs going up, because the color will all blend together for me.

Removing barriers for students with physical disabilities helps improve their self-esteem and increases their ability for independence.

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Example #8 Modifying Policies or Practices

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Example #8 Modifying Policies or Practices

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Not every rule, policy or practice will apply or can followed by a disabled student. Programs should be carried out in an integrated setting.

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Prepare ahead of time & understand what accommodations or modifications a student might need prior to a school trip. You want them to participate in the activity as well they might just need a little extra help.

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Service #6 Speech Language Pathology Services

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Service #6 Speech Language Pathology Services

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Service #9 Orientation & Mobility Services

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Service #9 Orientation & Mobility Services

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The IEP is an important document, that if done correctly, would improve teaching, learning and results. The IEP stands for Individualized Education Program (or plan). In it you will see the description of specific educational needs the student has and how to best meet his/her unique needs.

Guide to the Individualized Education Program. (n.d.) from https://www2.ed.gov/parents/needs/speced/iepguide/index.html

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The goals made at the time of the IEP are meant to be completed within a years time. The goals are broken down into short-term objectives or benchmarks. Goals may be academic, address social or behavioral needs, relate to physical needs, or address other educational needs.

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Component #3 Special Education & Related Services 

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Component #3 Special Education & Related Services 

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This portion of the IEP must include all special education services or related services the child will be receiving.

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Component #4 Participation with Non-disabled Children 

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Component #4 Participation with Non-disabled Children 

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In the IEP it must explain how a child will participate with non-disabled students in a general education classroom and in other school activities/events.

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Component #5 Participation in district & Statewide Testing 

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Component #5 Participation in district & Statewide Testing 

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The IEP has to state what modifications there will be when having a test administered. If the test isn't appropriate for the child, the IEP must state reasoning for it. It must also state alternative testing for the child.

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There should be specific time and dates on when services are to start, how they will be administered and how long they will last for.

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If the student is age appropriate, plans for post-secondary services should be considered and set in motion. Remember that agencies that will be part of the transitional services should also be part of the IEP team meetings.

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This applies to states that transfer rights at the age of majority. This would mean that when the child is a year from turning majority age, the IEP must have a statement that says the child has been made aware of rights will transfer over to them.

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The IEP will state how a child's progress wil be measured and how this information will be relayed to the child's parent.