Iep process
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- 17. Nondiscriminatory and Parental FAPE Multidisciplinary Safeguards Assessment Education in the IEP LRE See page 31, fig. 2.1
- 21. Intensive Explicit teaching Individualization Instruction of life skills • Student- • Frequent • Academic centered instructional • Adaptive approach to experiences • Functional making • Significant instructional duration decisions and • Limited plans breaks • Specialized • 1:1 at times
- 22. While you get this infront of you
- 23. Refer to child Assess study team eligibility Determine Develop the the LRE IEP
- 24. Present Levels of Measurable Progress Toward Performance Annual Goals Annual Goals Related Services and Testing LRE Explanation Supplementary Accommodations Aids & Services
- 25. MODIFICATIONS ACCOMMODATIONS Something we CHANGE about the SUPPORTS provided to help the child curriculum to meet a child’s needs. access general education. No alteration of curriculum. Examples: Examples: •Reduced complexity of learning materials •Use of calculator •Selected objectives in a content unit •Seating change •Selected vocabulary •Graphic organizers for writing •Adapt grade level text for student’s •Books on tape reading level (adapting 8th grade “Romeo •Reduced length of assignments and Juliet” for a student that reads at a 2nd •Fewer problems to complete grade level). •Enlarged print
- 26. IEP 504 Plan •Governed by IDEA •Governed by ADA •Student has a disability •Student has a disability as defined by IDEA as defined by ADA •Student requires •Student requires individualized instruction accommodations only as as outlined by all outlined by the 504 plan. components of the IEP. •Special Education •General Education
Editor's Notes
- #16 BRIEFLY! Just a refresher, they should know this by now
- #22 Important!!Gen ed teachers are providers on the IEP, so this applies to you!Individualized: continuous planning, assessment, adjustment of curriculum and instructional methods to meet student’s needs, even as those needs change. Intensive Instruction: matching instruction to student ability, providing and then fading of prompts and cues, giving concrete feedback regarding task performance, requiring high rates of response from the studentCan be group or 1-1, but must be done over timeLife skills: will cover more in depth later in course, Explicit is more structured and teacher-directedLife skills support the student in school, work, and community
- #23 Cue students to get this sheet from their handouts as they will use it as they see the video as well as listen to my lecture burst on the process on the next slide
- #24 Video Vignette: http://login.cengage.com/ssoinstructor/mydashboard.htmUsername:ewaltman@howardcc.edu
- #29 Not for SPRING 2012