This order is a set of three parts. The first part is the sample IEP that was submitted by the client. The parts that needed to be filled out where, including the specific goals and benchmarks needed for Cody's IEP plan. The second and third parts are on the separate document and include the collaboration with Cody's family and environment analysis.
IEP for Autistic Child
Although a lot of the work needed to be done will occur in the classroom and at school, it is crucial that Cody's parents remain engaged in the process so that they can continue working with Cody on developing the skills he is learning at school. Empirical research has shown how much more successful strategies are for autistic children when their parents are involved in the process. Thus, Cody's parents need to collaborate with school officials and work in close consort with one another in order to provide the most fruitful atmosphere for Cody's improvement.
First, Cody's family needs to be actively engaged in developing functional skills, including social, behavioral, and language skills. Thus, Cody's parents will be invited to meet the language pathologist, counselor, and special needs assistant that will be working with Cody in the classroom. Each week, the staff's plans for Cody's development will be shared with the parents through emails, and the parents can contact the specialists at any time with any questions or concerns. They will also be able to attend the first few language and counseling meetings with Cody, as this will help open up their understanding of the process, but also make the process easier for Cody in such a crucial transition period. They will also have after-school monthly meetings with the specialists to discuss Cody's improvement or areas where he needs additional practice. In these meetings, they will be free to voice any questions or concerns, but will also receive training themselves for how to augment the skills taught in school within the home environment.
Part 3
Cody's physical environment is also a crucial factor in his successes. As such, there needs to be adjustments to both his environment at school, but also in the home in order to facilitate the highest rate of development towards greater progress. Still, since the classroom is more of a controllable environment, it will be key to make certain adjustments to his daily activities and immediate surroundings.
Cody must open up to more social interaction and less dependence on routine and ritual. Thus, he must have very different daily activities that will help him work on his temper tantrums during transitions from one activity to another. This may include giving Cody more time to prepare for a transition to another activity. Additionally, the special needs assistant will work with Cody on cleaning up his activity and preparing for the other one. This will ultimately give Cody more attention when he needs it most, without taking away the teacher's attention for the rest of the class.
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