Iep Process - Individual Educational Program PDF

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1 Dayna Pryor Professor Nilsen SPD-200 September 23, 2018 IEP Process With the IEP Process, it is individualized, but it is still under the IDEA. IEP is Individualized Educational Program. Under the IEP, there are several required sections. The people who are required to be there are the mother or f...

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1 Dayna Pryor Professor Nilsen SPD-200 September 23, 2018 IEP Process With the IEP Process, it is individualized, but it is still under the IDEA. IEP is Individualized Educational Program. Under the IEP, there are several required sections. The people who are required to be there are the mother or father, the principal, the special ed teacher, and the general ed teacher. The people that are optional to come are the student and/or anyone the mother asks to come to explain the student’s behavior. There are also choices under the IDEA that are optional. The professionals and the parents are able to get together in this meeting to discuss whether or not the child needs extra help inside of a class. They all go around and speak up one by one to discuss any progress or issue the child might have. In this meeting, they all try to find strategies that may or may not help the student learn. At the end of the IEP meeting, they all agree to one strategy or a couple of strategies that the student will try out to see if it is successful. In the meeting, everyone is included to make the student work diligently and make sure that the student is understanding the content of any assignment or reading. (Region 13, n.d.) If something was to happen that a parent or the student did not like, they would have to schedule another meeting and have a mediator with them. Sometimes a parent can take the issue to court to have the strategy or an IEP mandated. When the parents and the professionals argue about a certain strategy or will not give the child an IEP, the parents usually take the issue to court to have it mandated. In which case, the specific school has to give the student an IEP.

2 The different required sections under the IEP are identification, evaluation, reviewing the results, eligibility, scheduling a meeting, have the meeting and write the IEP, provide the services, measure and report the progress, and finally reviewing the IEP and the eligibility. The first part of identification is that the child is to do these activities that are conducted by school professionals, but they also need parental consent. The second step to the process is the evaluation where the disability is addressed. The third step is where they review the results from the identification and the results are looked at (reviewed) by the parents and professionals. The fourth step is the eligibility, which is currently under IDEA (Individuals with Disabilities Act). The fifth and sixth step is to schedule a meeting of where, when, and why to discuss the IEP and where they get together to talk about the needs of the child. In steps seven and eight, this is where the IEP is started as soon as they can, and reports are given to the parents regularly. The last two steps are where they review the IEP and the eligibility. This is how the child is given the IEP after a year to see where the child is or what the needs of the child are. (Region 13, n.d.) One section in the video’s mock IEP included team members listening in and having their different opinions and the education members of the school summarize other people as well as the members engaging and communicating with each other. In the other section, the mock IEP video has consensus to the closing of the meeting and has been obtained throughout as well as decision points are clear and identified during the meeting. All of these items from the checklist were seen in the mock IEP meeting. (Region 13, n.d.) Some skills from the checklist that would be difficult for me to perform would be members assuming positive intentions before negative assumptions, use non-judgmental language to help others hear the real message, and expressing ideas fully so the agendas are minimized. The reason for this is because expressing ideas are not my strong suit, as well as foul

3 language or positive intentions. Expressing my opinions is a poor ability that I am not great at either. For example, if someone asked me about a certain subject, I would shrug and say “I don’t know”. (Region 13, n.d.) I think that practicing these skills and have more opinions as well as being more positive could help me develop the skills that I might need to make it less difficult for me to perform. The reason for this would be able to help during IEP meetings. I think that practicing in becoming more positive is a good skill to have, especially when becoming a secondary teacher. The students need more positivity from their teachers, especially in their teenage years.

4 Reference: Region 13 (n.d.). Retrieved September 22, 2018 from http://www4.esc13.net/uploads/facilitatingIEPs/docs/3.%20%20IEP%20Checklist.docx Region 13 (n.d.). Retrieved September 22, 2018, from http://www4.esc13.net/fiep/fiep-afacilitated-iep- meeting/...