¶ … videos that pertain to the Individualized Education Plan, or IEP. The IEP is part of the wider programs known as the Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB). The IEP is a legal document that covers a specific child and mandates how people that come in contact with that child will act and behave when the child is present and/or learning. This brief report will cover a few aspects of the IEP and its process including whether the school leader needs to know the IEP development process, how a school leader assists parents and staff in the IEP development process, which stakeholder(s) have the most authority during the IEP development process and the upsides or downsides of having all stakeholders being a part of the IEP development process. While...
Given the teaching and legal implications involved with the IEP, it would be a substantial mistake for a school leader to not be involved in the process. The stated members that are required are the parents of the child, a regular education teacher (to give the required exposure to the regular core curriculum) and a special education teacher that knows how to teach students with disabilities. The team must also include a local school district representative, which is all the more reason why a school leader could and should be involved. In the videos to be reviewed for this report, an assistant principal is the school district representative present for the meeting. Whether it be an actual leader of the school or someone else, someone in the school and/or district leadership should be present (YouTube, 2015).
The school leader, as shown by the video, can act as an informed observer of the process as that leader will presumably know how things have gone with other kids, how things are going with this kid and whether the people involved (including the parents, to some extent) are behaving and progressing in the same way. He or she would also be able to protect the reputation and ongoing operations of the school as non-compliance with one or more IEP's could lead to major issues. When it comes to which stakeholders…
The IEP takes into account the results of the assessment while developing a plan for the future. The evaluation results include not only behavioral observations but also socio-cultural background. If the student has a physical disability, the IEP might address the need for specialized technologies or classroom adaptations. On the other hand, if the student has a learning disability, the IEP might include recommendations for lesson adaptation. The IEP is
Special Education Transitions Transition planning is part of the Individual Education Plan (IEP) process for children and adolescents with disabilities. Planning for transitions from program to program across a student's academic career provides support and modifications that might be needed in order to promote a student's progress. Each level of educational program presents its own set of challenges, and planning for those challenges -- as a student moves from pre-school, to
(4) Have participating teachers develop and lead online collaborative projects for students with emotional and behavioral disorders. (5) Develop and maintain an online community for teachers in self-contained units where ideas, lessons, and strategies can be shared. (6) Train staff on the concepts surrounding Positive Behavioral Intervention Support (PBIS) and support teachers as they develop preventative behavioral intervention plans that utilize PBIS strategies and concepts. (Rush, 2010, p.1) Rush (2010) states that the
.." (2004, p.3) the hands-on experience is also related as being important in the science class in the work entitled: "The National Curriculum" which states that science through inquiry: "...stimulates and excites pupils' curiosity about phenomena and events in the world around them" (the National Curriculum, 2006) and that science also "satisfies this curiosity with knowledge." (the National Curriculum, 2006) Scientific inquiry teaches students investigate skills in the areas of:
Thus, efforts aimed at helping teachers to avoid harmful stereotyping of students often begin with activities designed to raise teachers' awareness of their unconscious biases." (1989) Cotton goes on the relate that there are specific ways in which differential expectations are communicated to students according to the work of: "Brookover, et al. (1982); Brophy (1983); Brophy and Evertson (1976); Brophy and Good (1970); Cooper and Good (1983); Cooper and
Special Education: Collaboration Between Teachers The majority of special education students receive instruction in both general education classes as well as special education support classes. Most of these students are enrolled in Resource Support Programs in which a special education teacher has responsibility for offering learning supports across the general education curriculum. The job of the special education teacher, or Resource Specialist, is to ensure that the student's IEP is properly