Individualized Education Plans (IEPs) for Students with Special Needs. by Jill Lovett

Individualized Education Plans (IEPs) for Students with Special Needs. by Jill Lovett https://padlet.com/jcummings71/i1hf11zefv74 EDG 6305 Legal and Ethical Principles en-us 2019-07-16 02:08:05 UTC 2025-11-03 07:16:57 UTC hello@padlet.com https://imgglb.padletcdn.com/v13/image?t=g_auto&url=https%3A%2F%2Fpadlet.net%2Ficons%2Fpng%2F270f.png Slide #1: Professional Perspective jcummings71 https://padlet.com/jcummings71/i1hf11zefv74/wish/371252010 As a future instructional coach, it is my responsibility to collaborate and serve all educators and students on my campus. While students with disabilities receive services through special education, it is the role of the teacher to educate them. As an IC, it is essential to comprehend all the aspects of an Individualized Education Plan (IEP). By understanding the components, we are able to provide support to the teachers to meet the students with disabilities at their level through accommodations set in place by their IEP.]]> 2019-07-16 02:22:05 UTC https://padlet.com/jcummings71/i1hf11zefv74/wish/371252010 Slide #2: Interview jcummings71 https://padlet.com/jcummings71/i1hf11zefv74/wish/371252099 The interview I conducted was with Elise Merz, the Special Populations Counselor at Grape Creek ISD. Mrs. Merz stated the most important aspect of IEPs is that they allow a student to graduate or move on from a grade to grade without mastering all the standards required by the state. IEPs create an experience that is more learner-centered to focus on their abilities and provide opportunities for students to excel in areas that they are capable of doing. Issues that arise for IEPs are in consideration with state administered assessments and the laws that change pertaining to accommodations. An ARD committee must be aware of what options are available for each specific student that meet each specific need. Best practices when utilizing IEPs are to actively monitor the student's progress ad check in to collect data that facilitates the implementation of the ARD committee decision, know your students' strengths and weaknesses when creating the IEP, and communicate effectively with everyone that interacts with the student.

Lovett, J. (2019, July 12). Discussion Pertaining to IEPs with Elise Merz [Personal interview].

]]> 2019-07-16 02:22:47 UTC https://padlet.com/jcummings71/i1hf11zefv74/wish/371252099 Slide #3: Professional Association jcummings71 https://padlet.com/jcummings71/i1hf11zefv74/wish/371252119 The National Association of Special Education Teachers (NASET) provides multiple resources on their website to cater to a variety of areas. They include a section solely on IEP development concerning long-term goals, as well as short term and behavioral objectives. To me, the best aspect is the description discussing the steps to consider when creating an IEP based curriculum.

National Association of Special Education Teachers. (2008, September 08). NASET.org IEP Development. Retrieved July 17, 2019, from https://www.naset.org/index.php?id=2445

]]> 2019-07-16 02:22:53 UTC https://padlet.com/jcummings71/i1hf11zefv74/wish/371252119 Slide #4: Current News Article jcummings71 https://padlet.com/jcummings71/i1hf11zefv74/wish/371252179 Corey Mitchell discusses the reality of general education teachers and their inexperience and unprepared training to support students with disabilities (2019).

· He conducted a survey that identified 30% of general education teachers feel "strongly" about being successful teaching students with disabilities (para. 2).

· One-third of the teachers reported their lack of attendance in professional developments specifying in students with disabilities in the classroom.

· The survey conveys that the teachers feel unprepared to supporting special needs students due to a lack of prep stemming from college degree plans.

· The survey identified that special education and general education teachers view IEPs significantly different. While the special education teacher admires the support and IEP provides, general education teachers view it as paperwork (Mitchell, 2019).

Mitchell, C. (2019, May 29). Most Classroom Teachers Feel Unprepared to Support Students With Disabilities. Retrieved July 19, 2019, from https://blogs.edweek.org/edweek/speced/2019/05/teachers_feel_unprepared_to_teach_students_with_disabilities.html

]]> 2019-07-16 02:23:18 UTC https://padlet.com/jcummings71/i1hf11zefv74/wish/371252179 Slide #5: Current News Article jcummings71 https://padlet.com/jcummings71/i1hf11zefv74/wish/371252253 Thrive Public Schools are charter campuses located in California. Their student population primarily derives from various socioeconomic backgrounds comprised of multiple racial or ethnic groups, as well as academic levels (Vernon, 2019).

· 20% of their student population has an IEP or 504 plan. Their needs vary from multiple disabilities, such as emotion disturbance to speech to autism.

· As the years have gone by, Thrive students with disabilities have had stable growth academically, with their NWEA MAP growth skills similar to mainstream public schools (para. 6).

· Thrive utilizes a full-inclusion model, along with personalized learning, to support all students in the same learning environment, no matter their disability.

· Many educators share responsibility by teaching and planning together to support their students.

· They implemented project-based learning that involved the students in real-world challenges by initiating skills that are required for success in college or the professional world (Vernon, 2019).

Vernon, S. (2019, February 19). Education Strategies to Support Special Education Students. Retrieved July 20, 2019, from https://blogs.edweek.org/edweek/next_gen_learning/2019/02/thrive_serves_all_students.html

]]> 2019-07-16 02:23:46 UTC https://padlet.com/jcummings71/i1hf11zefv74/wish/371252253 Slide #6: Constitutional Law jcummings71 https://padlet.com/jcummings71/i1hf11zefv74/wish/371252291 Although the 14th amendment of the U.S. Constitution does not explicitly discuss education; it states that no state is capable of depriving anyone protection of the laws. The opens interpretation that a state cannot deny an education to anyone, no matter their race, gender, or disability. The Texas Education Agency has state regulated laws pertaining to special education that are not required by the Individuals with Disabilities Education Act or other Federal regulations located in §89 of the Commissioner’s Rules. Some examples pertain to age ranges for student eligibility and transfer of assistive technology devices.

U.S. Const. amend. XIV. (1868).

]]> 2019-07-16 02:24:03 UTC https://padlet.com/jcummings71/i1hf11zefv74/wish/371252291 Slide #7: Administrative Law jcummings71 https://padlet.com/jcummings71/i1hf11zefv74/wish/371252324 Americans with Disabilities Act of 1990 (ADA) was signed into law by President George H.W. Bush. It protects discrimination against people with disabilities, as well as providing opportunities to partake in everyday life, such as employment. ADA defined those to be protected by having a mental or physical disability that hinders theme from at least one major life activity. This supports the topic to support all students with a disability and to verify that their individual needs are being met.

Americans with Disability Act of 1990, Pub. L. 101-336, 101st Cong. (1990).]]> 2019-07-16 02:24:14 UTC https://padlet.com/jcummings71/i1hf11zefv74/wish/371252324 Slide #8: Statutory Law jcummings71 https://padlet.com/jcummings71/i1hf11zefv74/wish/371252376 The updated version of the IDEA (1990) made changes considering the IEP process, due process, and student discipline. Without all the court cases and laws implemented, students would not be provided a FAPE and be included within a general education class. This law supports IEPs by comprehending the necessary actions to making changes to a student’s IEP.

Individuals with Disabilities Education Improvement Act. Pub. L. 108-446, 108th Cong. (2004). ]]> 2019-07-16 02:24:44 UTC https://padlet.com/jcummings71/i1hf11zefv74/wish/371252376 Slide #9: Judicial Law jcummings71 https://padlet.com/jcummings71/i1hf11zefv74/wish/371252424 A child with autism and ADHD had attended a public school from kindergarten to fourth grade. Endrew’s parents recognized that their son’s IEP goals did not change much between his 4^thand 5^th grade year and withdrew him from public school to attend a private school that specialized in students with autism. Endrew’s academic and behavior improved tremendously and his parent’s sued Douglas County School District for denying him of FAPE. Judge Roberts that schools must IEPs that give more than de minimis, or minimal, educational assistance. The ruling could have a big effect on school services for kids with learning and attention issues. He wrote that IDEA aims for “grade level advancement for children with disabilities who can be educated in the regular classroom” (para. 3).

Endrew F. v. Douglas County School Dist. RE–1, No. 15-827, 580 U.S. S. Ct. (2017)

]]> 2019-07-16 02:24:59 UTC https://padlet.com/jcummings71/i1hf11zefv74/wish/371252424 Slide #10: Local Administrative Policy jcummings71 https://padlet.com/jcummings71/i1hf11zefv74/wish/371252448 The San Angelo ISD Student-Parent Handbook (2018) discusses briefly the services they provide for students with disabilities. Eligibility of students are based off of a comprehensive assessment, and IEPs are created by school personnel and parents to support the child's needs (p. 29). This policy confirms that IEPs are created and implemented to aide students from a variety of disabilities.

San Angelo ISD Board of Trustees. (2018, August). San Angelo ISD Student-Parent Handbook. Retrieved July 20, 2019, from https://www.saisd.org/docs/student_services/2018-2019 STUDENT PARENT HANDBOOK.pdf]]> 2019-07-16 02:25:08 UTC https://padlet.com/jcummings71/i1hf11zefv74/wish/371252448 Slide #11: Ethical Principle jcummings71 https://padlet.com/jcummings71/i1hf11zefv74/wish/371252513 T.A.C. §247.2(3)(D) states that no educator shall exclude a student from participation, deny benefits, or provide advantages to students based on a variety of reasons, including disability (1998). Students with disabilities have the same rights as other students and should not be neglected or given extra support not provided through their IEPs.

Tex. Admin. Code §247.2(3)(D) (1998).]]> 2019-07-16 02:25:36 UTC https://padlet.com/jcummings71/i1hf11zefv74/wish/371252513 Slide #12: Non-Law Source jcummings71 https://padlet.com/jcummings71/i1hf11zefv74/wish/371252537 The IEP from A to Z (Twachtman-Cullen & Twachtman-Bassett) covers how to effectively create goals and objectives for students with disabilities (2011). An essential aspect is identifying their needs and implementing goals that meaningful for support, as well as measurable to signify growth. This book divides its content into the elements of IEPs and how to implement IEPs into practice.

Twachtman-Cullen, D., & Twachtman-Bassett, J. (2011). The IEP from A to Z: How to create meaningful and measurable goals and objectives. San Francisco: Jossey-Bass.

]]> 2019-07-16 02:25:43 UTC https://padlet.com/jcummings71/i1hf11zefv74/wish/371252537 Slide #13: Recommendations/Best Practices jcummings71 https://padlet.com/jcummings71/i1hf11zefv74/wish/371252575 · IEPs are created to support students and their disabilities. IEPs allow students to graduate or move on in a grade level without mastering every standard required by the state.

· IEPs are learner-centered and focus on a student’s ability, as well as provide opportunities for students to succeed academically.

· As an instructional coach, you must be able to comprehend and decipher IEPs to support general education teachers. By understanding an IEP’s design, teaching strategies can be implemented to meet the child at their academic level.

· According to surveys, most general education teachers do not confident in supporting students with disabilities due to unpreparedness from college courses. As an instructional coach, we must provide opportunities for educators to learn through professional development to strengthen their self-assurance.

· The Americans with Disabilities Act of 1990 protects the discrimination against people with disabilities. IEPs are created in education to support students who receive a free appropriate public education (FAPE); students cannot be denied an education due to their disability.

· Endrew F. v. Douglas County School District (2017) requires school districts to provide services that are more than de minimis, or minimal, educational assistance. Education must be equally provided to all students, no matter their circumstances.

· As a teacher, you cannot deny participation or provide compensations to a student under any circumstance. The Texas Administrative Code requires educators to treat students equally.

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