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Understanding Individualized Plans in Education: The Hernandez Family Story

Explore how the Hernandez family's partnership with Maria's school evolves during her education journey, focusing on education regulations, IEP vs. IFSP, and family involvement. Learn about IDEA requirements and successful partnerships in creating personalized plans.

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Understanding Individualized Plans in Education: The Hernandez Family Story

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  1. Chapter 10 Families as Partners in Developing Individualized Plans

  2. Sharing Their Story • The Hernandez family share more of their story. Their satisfaction was very high with Maria’s previous special education program (elementary) and her teachers. Maria was included in regular education and extra curriculum activities. Her IEP addressed her deficits in both reading and math. A partnership existed based on equality and trust. • Her move to middle school has not brought the same level of satisfaction. Maria is in a separate self-contained reading program. The Hernandez family felt they had no choices. • In the upcoming reevaluation, will their rights as equal partners under the law (IDEA) be recognized?

  3. Think About It • What are the IDEA requirements with respect to individualized education? • What factors contribute to successful partnerships as professionals and families develop an individualized education program (IEP) and an individualized family service plan(IFSP)? • What are the major differences between IEP and the IFSP documents and processes? • What effect might those differences have on professionals and families? • What role does culture play for professionals and families?

  4. Introduction • Outcomes • Equal opportunity • Independent living • Economic self-sufficiency • Full participation

  5. Understanding the Individualized Program and Plan • Part B regulates the education of: • Children in early childhood education (ages 3-5). • Students in elementary, middle, and secondary school programs (ages 6-21). • Part C regulates the education of: • Infants and toddlers (ages birth to 3).

  6. Understanding The Individualized Program and Plan • Required Components of the IEP • Current levels of educational performance. • Measurable annual goals and short-term objectives. • Measurement of annual goals. • Special education, related services, and supplementary aids and services.

  7. Understanding the Individualized Program and Plan • The extent which the student will not participate in the general curriculum • Individual accommodations necessary for assessments. • Projected date for beginning services and program modifications, and the anticipated frequency, location and duration of such. • Transition plans (when appropriate).

  8. Understanding The Individualized Program and Plan • Required Components of the IFSP • Present levels of physical, cognitive, communication, social or emotional, and adaptive development based on objective criteria. • Families’ resources, priorities, and concerns related to enhancing their child’s development. • Measureable outcomes for the child and family, including preliteracy and language skills, and criteria, procedures, and timelines used to measure progress and need for modifying outcomes.

  9. Understanding The Individualized Program and Plan • Required Components of the IFSP • Specific early intervention services based on peer-reviewed research, to the extent practical, to meet frequency, intensity, location, and service delivery method. • Natural environments in which early intervention services are provided , and why services will not be provided in those environments if the plan provides. • Projected dates(initiating, length, duration, frequency) • Names of service coordinator • Transition plan (from early intervention to preschool )

  10. Understanding The Individualized Program and Plan Participants Required IEP • The student’s parents • General education teacher • Special education teacher • School administrator • Evaluation results interpreter • The student (when appropriate) • At the discretion of the parents or school district: Persons with knowledge or special expertise about the child (e.g. related service personnel, educational specialists, parent advocates.

  11. Parents as Partners • Parts B and IDEA provide language that acknowledges that parents are valued, integral participants in developing the IEP. • The U.S.D.E.’s policy clearly states, “the IFSP process is determined in a collaborative manner with full agreement and participation of parents of the child”.

  12. Transition Plans • Students with disabilities and their family’s transition stages. • In early childhood an infant or toddler with disabilities transitions from receiving early intervention services to preschool special education services. • IDEA requires early intervention team members to develop transition plans for all children receiving early intervention services before the age of three.

  13. Transition Plans • Students with disabilities and their families’ transition stages: • IDEA requires that a student’s IEP team to develop transition plans to prepare the student for adult life and to include these transition plans in the student’s IEP. • Transition planning must occur no later than the first IEP that will be in effect when the child is 16 years old. • One year before the child reaches age of majority (usually 18 years), the student’s IEP team must notify the student that when he reaches the age of majority, all parental rights transfer to the student. This includes the right to make decisions about IEP content.

  14. Creating and Strengthening Trust During the Planning Process • Key components of developing and maintaining trust : • Prepare in advance. • Connect and start. • Review the student’s nondiscriminatory evaluation and current levels of performance. • Share thoughts about resources, priorities, and concerns. • Share each others’ visions and great expectations.

  15. Creating and Strengthening Trust During the Planning Process • Consider the interaction of proposed and prioritized goals, services and placement. • Translate priorities into written goals or outcomes. • Determine the nature of special education, related services, LRE, and supplementary aids/services. • Determine assessment modifications and special factors (positive behavior supports, use of Braille, etc.). • Conclude the conference.

  16. Revisiting Maria, Eloisa, and Henrique Hernandez • As we revisit the Hernandez family, a picture that envisions Maria meeting the outcomes of IDEA transition planning emerges. How can Maria obtain independent living, full participation , and economic self-sufficiency? • This hope is based on dramatic changes in partnership principles evidenced by the school team and full compliance with the components required within the IEP. • With changes Maria will have the equal opportunities that are her right and the outcomes that are her family’s hope.

  17. Summary • IDEA Requirements • Part B , ages 3-21 • IEP • Transition services • Parental Involvement • Partnerships • Part C, ages birth-3 • IFSP • Transitions services • Parental Involvement • Partnerships

  18. Linking Content To Your Life • What are the qualities and skills that must be part of the IEP and IFSP processes? • Reflect on the questions asked (found on page 232) to assess the qualities and skills you could bring to these processes.

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