Individualized Education Programs (IEP)

Prepared by:Cicilia Evi GradDiplSc., M. Psi

Characteristics

• To help individuals with disabilities to achieve their potential and reach their dreams of happy and productive lives (age 3-21 years)

• Some programs are very unique teach personal independence and community presences

• Some are in need of support and accommodation in general classes

What is IEP?

• A tailor-made program to make a difference in the life of people with disabilities

• Goals high, yet realistic let them participate in the community, have meaningful careers, independence and maximal achievement

• The heart of education process to support successful school experience

How to Help Them?

• High-Quality General Education• Universal Design for Learning• Differential Instruction• Instructional Accommodations and

Modifications• Assistive Technology• Individualized Data-Based Interventions and

Services

High-Quality General Education

• An effective general education program is the foundation for positive special education services, because it:– Uses data-based instructional procedures – Supports students who struggle– Prevents unnecessary referrals– Welcomes students with disabilities– Provides access to the general education curriculum– Follows through with individualized plans and

interventions

Universal Design for Learning

• Provide people with disabilities greater access to the community and the workplace, by removing or reducing barriers found in the environment

• Also provide universal benefit to others • Door turning or push down?• Curb cuts wheelchairs, baby cart, trolley • E-books!

Differential Instruction

• Help students to master the same materials, with differentiated instruction match their different learning needs, preferences and styles

• Four different ways (p. 37):– Instructional activities – Instructional content– Instructional delivery– Instructional materials

Instructional Accommodations and Modifications

• Accommodations supports to compensate for disabilities (enlarged text, interpreter, audio books, braille, no extraneous details, word processors)

• Modifications adjustments to assignments or tests (timing, formatting, setting, scheduling, response or presentation) photo reports to replace written reports

Assistive Technology

• Both equipment and special-education services Low tech and high tech (p. 38)

Individualized Data-Based Interventions and Services

• Traditional view low expectations, locking students into general curriculum that prohibits them to excel

• When previous steps are done accordingly and get the needed supports from others (parents, educators, school leaders) students will excel!

Settings, Services, Personnel

• Inclusive providing a free appropriate education in a setting that guarantee opportunities for full participation

• Models for Inclusive Special Education Continuum of services, including (p. 40): – Pull-in programs– Co-teaching– Collaboration

Settings, Services, Personnel (2)

• Intensive and sustained services and supports must be balance in special education

• Monitor students’ progress daily to ensure they continue learning at a sufficient pace

• Common they perform sporadically, needing additional intensive services, more accommodations, or new support from time to time

Settings, Services, Personnel (3)

• Setting and Grouping Options (p. 41) no single setting or grouping that can comprises an appropriate education

• Over half of students with disabilities spend 80% of their school day in general classroom

• Pull-out programs intensive instruction, supports, tutoring, and assistance

• Make no assumptions on what is ‘right’ • Students’ age

Settings, Services, Personnel (4)

• Grouping options rarely grouped the students with the same disability label

• It is noncategorical or cross-categorical special education which delivered according to students’ needs

Related Services and Providers

• Commonly used speech therapy, physical therapy and assistive technology

• Table 2.3 p. 44 • May include those who provide AT,

audiology, occupational therapy, physical therapy, school health services, speech/language therapy and other services needed by students

High Qualified Special Educators

• Their jobs are important and complex • At the heart of educational experiences • Skills needed in-depth knowledge in making

accommodations, differentiating instruction, implementing validated practices, monitoring students’ progress and ensuring the students receive appropriate education (p. 46-47)

• To be highly qualified in every core academic subjects they teach math, science, history

IEP Steps

1. Prereferral – Begins in general classroom to determine

student’s eligibility for spec edu services – Multitiered approaches provide levels of more

and more intensive services to prevent or intervene early

– Target students not learning at sufficient rate or unable to meet expected behavioral norm

– Not because of poor teaching or language problems

IEP Steps

2. Referral – Come from parents, social service agency, public

health nurses, day-care professionals, doctor

– For children at-risk prenatal condition, low birthweight, fam history, accident or trauma, child abuse

– Visible disabilities, infant screening or signals of developmental delay infancy/preschool years

– Elementary/sec behind their classmates

IEP Steps

3. Identification– to determine whether the students have disability,

whether they need education service and kind of services needed

– School psychologist, teacher, educational diagnostician, psychometrician

– Older students transition services – Data collection to develop students profile

interview, formal/less formal assessment

IEP Steps

4. Eligibility – Includes battery of tests and conducted by

evaluation experts – IQ tragedy in Indonesia!– Concerning issue overpresentation of cultural

and linguistic diversity

IEP Steps

5. Development of IEP – develop the actual plan + behavioral plan (if

needed)– Parents, students (if appropriate) and education

professionals – Identify resources needed in general education

classroom, appropriate goals for improvement, and design a good education program

IEP Steps

6. Implementation of IEP – Appropriate education, extension of participation,

accommodations and mutidisciplinary services – Alternate assessment needed if the goal is

different than general classroom – Major and minor adjustments needed such as?

IEP Steps

7. Evaluation and Reviews – Evaluation made daily or weekly as the base of

annually or every 3 years IEP evaluation – To ensure that students are meeting their goals

and making educational progress – Educators are careful to describe expectations for

tasks and skills the student needs to learn in specific time

Discussion

• Answer the questions on P. 55• P. 59-61