Individualized Education Programs (IEP)

1. Individualized Education Programs (IEP) Prepared by: CiciliaEviGradDiplSc., M. Psi

2. 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

3. 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

4. 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

5. 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

6. 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!

8. 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

9. 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

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

11. 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!

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. IEP Steps • 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

20. 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

23. 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

25. 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

28. 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

30. 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?

31. 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

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