Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to IEP and IFSP
Similar to IEP and IFSP (20)
Recently uploaded
Recently uploaded (20)
IEP and IFSP
- 1. Individualized Education Program (IEP) and Individualized Family Service Plan (IFSP) Jed Besmano Polynn Ginger Lardizabal
- 2. Content × Individualized Education Program × Individualized Family Service Plan × Multidisciplinary Team 2
- 4. What is IEP? The Individualized Education Program, also called the IEP, is a document that is developed for each public school child who needs special education. The IEP is created through a team effort, reviewed periodically 4
- 5. Purpose of an IEP × Ensure that the student with disabilities receives an appropriate education. 5
- 6. Content of the IEP ×A statement of the child’s present level of academic achievement and functional performance ×A statement of measurable annual goals, including academic and functional goals. ×For students who take alternate assessments that are aligned to state standards 6
- 7. Content of the IEP ×A description of benchmarks or short-term objectives ×How progress will be monitored and when it will be reported ×Special education and related services and supplementary aids services ×Any individual-appropriate accommodations that are necessary to measure the achievement and functional performance of the child on state and district wide assessments 7
- 8. Writing Measurable Goals, Objectives or Benchmarks for an IEP Measurable goals must meet the students needs and allow the students to progress in the general education curriculum, as well as meet any other needs that result from disability. 8
- 9. Writing Measurable Goals, Objectives or Benchmarks for an IEP The following information will assist in writing goals, benchmarks, and short-term objectives: 1. Determine which academic or functional skills the student needs to develop or build upon. 2. Use the present levels of performance as starting points 3. Determine how much progress the child can achieve in the upcoming year. 9
- 10. Writing Measurable Goals, Objectives or Benchmarks for an IEP Gibbs and Dyches (2007) suggest that the following four components be included when writing a measurable goals: 1. Condition 2. Behavior 3. Criteria 4. Trials 10
- 11. Changing or Modifying Goals, Objectives, or Benchmarks for an IEP According to the U.S. Department of Education (2006), if there are “changes to the child’s IEP after the annual IEP Team meeting for a school year, the parent of a child with disability and the public agency may agree not to convene an IEP team meeting for the purpose of making changes, and instead may develop a written document to amend or modify the child’s current IEP.” 11
- 12. Using the IEP in the Inclusive Room × During daily planning, teacher should always incorporate IEP goals, objectives, or benchmarks into their lesson plans whenever possible. 12
- 14. 14 “The IFSP is a promise to the children and families that their strengths will be recognized and built on, that their beliefs and values will be respected, that their choices will be honored, and that their hopes and aspirations will be encouraged and enabled.” (McGonigel, Kaufmann, & Johnson, 1991).
- 15. Individualized Family Service Plan-IFSP × The Individualized Family Service Plan (IFSP) is a process of looking at the strengths of the Part C eligible child and family, and developing a written plan to identify individualized supports and services that will enhance the child's development. × The IFSP is a dynamic planning tool - reviewed every six months or more frequently if you choose. Changes may be made to the IFSP as the child grows and develops. 15
- 16. IFSP Process Includes: 1. Child's present level of development, including strengths, interests and areas of concern 2. The family's concerns, priorities and resources 3. A statement of the major outcomes expected to be achieved for the child and family 4. Criteria, procedures and timelines used to determine the degree to which progress toward achieving the outcomes is being made 16
- 17. IFSP Process Includes: 5. Supports and services to achieve the stated outcomes provided within the child's and family's daily routines and activities. 6. The projected dates of when the services will begin, how often they will occur and how long they will last. 7. A variety of funding resources 8. The name of the service coordinator 17
- 18. Steps that Lead to Effective IFSPs 1. Identify Family Concerns, Priorities, and Resources 2. Identify the family's activity settings 18
- 19. Steps that Lead to Effective IFSPs 3. Conduct a Functional Assessment 3.1 Addresses the family's questions about enhancing their child's development 3.2 Collects information for a specific purpose 3.3 Reflects a complete and accurate picture of the child's strengths, needs, preferences for activities, materials, and environments 3.4 Has a person familiar to the child conduct observations and other assessments in settings familiar to the child 19
- 20. Steps that Lead to Effective IFSPs 4. Collaboratively Develop Expected Outcomes 5. Identify Strategies to Implement the Plan 20
- 21. 21
- 22. 22
- 23. Transdisciplinary Team Model × One method of integrating information and skills across professional disciplines × All team members (including the family) teach, learn, and work together to accomplish a mutually agreed upon set of intervention outcomes × One or a few people are primary implementers of the program. Other team members provide ongoing direct or indirect services, such as consultation. 23
- 24. 24 Service Coordinator •A service coordinator will help support the family's participation throughout the planning and development of the IFSP •This person is the family's primary contact for assistance throughout the IFSP process, and is responsible for the implementation of the plan and coordination with other agencies and people
- 25. Plan for Transition × A plan for transition to special education services or other appropriate resources and supports in the home, community, and/or preschool services when the child turns three years old. 25
- 27. 27 Multidisciplinary Team • This multi-disciplinary team can also function as an Inter- disciplinary team in that the total care of the patient requires not only the total input of each members of this team but also the inter-disciplinary coordinated effort
- 28. Members of the Mental Health Team 28
- 29. 1. Psychiatrist × The psychiatrist is a doctor with post-graduation in psychiatry with 2-3 years of residence training × The psychiatrist is responsible for diagnosis, treatment & prevention of mental disorders, prescribe medicines & somatic therapy & function as a leader of the mental health team.
- 30. 2. PSYCHIATRIC NURSE CLINICAL SPECIALIST × The psychiatric nurse clinical specialist should have a master degree in nursing, preferably with post – graduate research work × She participates actively in primary, secondary & tertiary prevention of mental disorder & provides individual, group & family psychotherapy in a hospital & community setting 30
- 31. 3. REGISTERED NURSE IN A PSYCHIATRIC UNIT × The registered nurse undergoes a general nursing & midwifery program or B.Sc nursing / post-basic B.Sc nursing program with added qualification such as diploma in psychiatric nursing, diploma in nursing administration etc. × This nurse is skilled in caring for the mentally ill, gives holistic care by assessing the patient’s mental, social, physical, psychological & spiritual needs, making a nursing diagnosis, formulating, evaluating & rendering the appropriate nursing care 31
- 32. 4. Clinical Psychologist • The clinical psychologist holds a doctoral degree in clinical psychology & is registered with the clinical psychologist’s association • She/he conducts psychological, diagnosis tests, interprets & evaluates the finding of these tests & implements a program of behavior modification. 32
- 33. 5. Psychiatric Social Worker × The psychiatric social worker is a graduate in social work & post-graduate in psychiatric social work. She/he assesses the individual, the family & community support system, helps in discharge planning, counseling for job placement & is aware of the state laws & legal rights of the patient & protects these rights × She/he is skilled in interview techniques & group dynamics
- 34. 6. Psychiatric Para- Professionals A. Psychiatric Nursing Aids/Attendants B. ECT technicians C. Auxiliary Personnel D. Occupational Therapist E. Recreational Therapist F. Diversional Play Therapist G. Creative Art Therapist H. Clergyman 34
- 36. 36 References: •Boyle, Joseph R. (2012). Strategies for Teaching Students with Disabilities in inclusive classrooms, Pearson Education, New Jersey •Nursing Path. (2013, April 12). “Multidisciplinary Mental Health Team.” Retrieved from https://www.slideshare.net/drjayeshpatidar/multidisciplinary- mental-health-team •“Individualized Family Service Plan – IFSP.” Retrieved from aasep.org/fileadmin/user_upload/Individualized_Family_Service_Plan_IFSP.ppt
Editor's Notes
- Part C? Children age birth to three years of age who have significant delays in development, or who have been diagnosed with a condition associated with delays in development are eligible for Early Childhood Programs (Part C).
- #2 - as they relate to enhancing the development of the infant or toddler with a developmental delay or disability.
- Supports and services should match the family's culture and interests. They should make use of and strengthen learning opportunities throughout the day and in places where the family spends time. A variety of funding resources may be used to pay for these services including state and federal government resources, private insurance, family resources and/or local agencies.
- The family's concerns, priorities, and resources guide the entire IFSP process. Early intervention should be seen as a system of services and supports available to families to enhance their capacity to care for their children. The notion of partnership between the intervention team and the family must be introduced and nurtured at this beginning point of the IFSP process. All children develop as the result of their everyday experiences. It is important to document valued, enjoyable routines (bath time, eating, play activities, etc.) and analyze them to see if they offer the sustained engagement that leads to learning opportunities. Likewise, it is important to identify the community activity settings (e.g., child care, gymboree, swimming) that provide opportunities for learning.
- focusing on each family member's concerns and priorities collects information for a specific purpose, for example, the evaluation conducted by the early interventionist at the beginning of the IFSP process determines if the child is eligible for services
- After assessment information is collected, the team meets to review the information and the family's concerns, priorities, and resources to develop statements of expected outcomes or goals. Active family involvement is essential. Collaborative goals focus on enhancing the family's capacity and increasing the child's participation in valued activities. Assign Intervention Responsibilities. After outcomes are identified, the early intervention team assigns responsibilities for intervention services that support those outcomes. An IFSP requires an integrated, team approach to intervention. This step involves working closely as a team to increase learning opportunities, to use the child's surroundings to facilitate learning, to select the most effective strategies to bring about the desired outcomes, and identify reinforcers that best support the child's learning.
- Individuals' roles are defined by the needs of the situation rather than by the function of a specific discipline. For example, an occupational therapist can observe a toddler during meals, then recommend to the parent how to physically assist the child
- The service coordinator should also connect the family with other families and ensure that they understand their rights and procedural safeguards under Part C of the Individuals with Disabilities Education Act (IDEA).
- Four health care professionals constitute the core mental health disciplines : psychiatric nursing, psychiatry, clinical psychology, and psychiatric social work. Team work is significant in any setting more so in a mental health setting. Teamwork becomes more significant in a mental health setting where the contribution of all the members is extremely vital for the assessment, diagnosis, treatment, in- patient rehabilitation as well as community based rehabilitation of the mentally ill patient One can compare this concept to an orchestra led by the music director. Each members of the orchestra has to give his input & simultaneously there should be coordination with other members as directed by the music director, so that the final effect is splendid. Similarly, multi-disciplinary input & inter-disciplinary coordinations as directed by the patient & his illness will lead to the splendid outcome of recovery of the patient to his maximum capability & capacity in the community.
- A. Psychiatric Nursing Aids/Attendants: They have high school training & are trained on the job. They aid maintaining the therapeutic environment & provide care under supervision. B. ECT technicians: They undergo training for 6-9 months. Their function is to keep ready the ECT under the supervision of a psychiatrist or anesthetist. C. Auxiliary Personnel: They are volunteer housekeeper or clerical staff & require in-service education to interact with the patient therapeutically. D. Occupational Therapist: Occupational therapist goes through specialized training. He /she has a pivotal role to play by using manual & creative techniques to assess the interpersonal responses of the patient. Patients are helped to develop skill in the area of their choice & become economically independent. They are helped to work in sheltered workshop. E. Recreational Therapist: The recreational therapist plans activities to stimulate the patient’s muscle co-ordination, interpersonal relationship & socialization. These approaches are need-based. F. Diversional Play Therapist: Makes observation of a child / patient during his play. The behavior of the child while playing, the type of toys & his reaction toward the doll, beating, calling or throwing are the focus of attention. The therapist explores the behavior of the child & relates to conditions like phobia, child abuse, separation or any other condition. G. Creative Art Therapist: He/she is an art graduate & encourages the patient to express his work freely with colors & analysis the use of various colours, drawing of various scenes etc. This therapy helps in diagnosis & also in bringing the repressed feelings of the patient to the conscious level. H. Clergyman: These are religious persons who may be asked to come to the hospital unit once a week (depending on the patient’s religious faith) & have a spiritual talk with the patient.