CONTENT
Definition of the following terms:
General Curriculum - GC
A set of courses that represent a body of knowledge and set of skills
that faculty desire students to know and do in preparation for
disciplinary study. Often the curriculum includes a breadth of
courses across many disciplines and/or courses that focus on higher-
order skills such as critical thinking or integrative approaches to
learning.
Curricular Adaptation -CA
Curriculum adaptation involves differentiation to meet the needs of
all students. The content, the teaching process, assessment and
evaluation, and the physical environment may be modified to help
students to achieve success in the classroom.
Individualized Education Plan -IEP
An individualized education program (IEP) is a plan that teachers
and parents develop to help a child with learning disorders and
other types of disabilities succeed in [Link] establishes where
your child is in their learning journey, where you'd like them to end
up at the end of a school year, and steps to help them get there.
Short term Goal -STG
A short-term goal is something you want to accomplish soon. A short
term goal is a goal you can achieve in 12 months or less.
Long term goal - LTG
A long-term goal is anything you’d like to accomplish in the future.
These goals require more detailed planning and a longer period of
time to achieve them compared to short-term goals.
Difference of an individualized education plan, section 504
plan, and lesson plan
Differences between IEP, 504 PLAN, AND LP
● A 504 plan is only for accommodations in the general
education classroom.
● An IEP is written for students who need specially designed
instruction.
● Lesson Plan helps students and teachers understand the goals
of an instructional module.
8 Components of Individualized Education Plan
1. Current Level Skills of the Students
“Current level skills" typically refers to an assessment or
evaluation of a student's abilities and functioning in various major
components related to their education.
2. Annual Goals for the Students
The IEP must contain information about your child's goals, which
need to be updated at least once a year. Depending on what
challenges your child faces, goals can relate to academic
performance, behavior, improving their physical mobility in
navigating between classes, and more.
3. Progress Tracking of the Students
The IEP must explain exactly how progress toward your child's
goals will be measured, whether it's regular testing or feedback
reports from teachers. This gives you a clear idea of how your child
is being evaluated throughout the year and also provides
reassurance that you will be kept in the loop about your child's
achievements and setbacks.
4. Special Education Services for the Student
The special education services and related supports that the
student will receive to help them reach their objectives are
described in this section of the IEP. Services like occupational
therapy, speech therapy, counseling, or specialized schooling could
be part of it.
5. Duration of Services for the Student
The IEP must include a projected beginning and end date of any
services the IEP team proposes. This includes details on the
frequency of the services and where they will be delivered. The
intent is to ensure that everyone understands exactly when and
where your child's individual program will take place.
6. Participation in a Mainstream Classroom for Student
This section ensures that supportive staff and faculty are doing all
they can to keep your child in the "least restrictive environment" as
possible. With an aim of inclusion, this part of the IEP will detail how
the child can join the general, mainstream classroom environment
whenever it's appropriate.
7. Testing Adaptations -
The IEP must explain if your child will participate in state and local
achievement tests that other kids at their school take. If they will,
it's important that the IEP specifies what types of testing
accommodations will be used for them. Testing accommodations
might include extra time, distraction-free rooms, and wheelchair-
accessible tests.
If you and teachers decide it's best that your child take modified or
different tests to assess achievement, the rationale for that decision
must be included in the IEP.
8. Transitional Goals and Services
An IEP is designed to help your child succeed in the here and now,
but also prepare them for the next phase of their education. For that
reason, starting around a child's 14th birthday, an IEP must include
plans for transitioning a child beyond grade school.
Transitional goals and services focus on instruction and support
services needed to help your child move from the school
environment and into a job, vocational program, or another program
designed to promote independent living. If your child aspires to go
to college, the IEP should also include steps to help prepare them for
advocating themselves in that environment.
Tailored Instruction
Children with special needs often require specialized instruction and
support that differ from typical educational approaches. An IEP
ensures that their education is tailored to their specific learning
styles, strengths, and challenges, maximizing their potential for
academic and personal growth.
Addressing Unique Needs
Every child with special needs is unique, with their own set of
strengths, weaknesses, and requirements. An IEP provides a
comprehensive plan to address these individual needs, including
academic, behavioral, social, and emotional goals.
Legal Protections
In many countries, including the United States under IDEA, children
with special needs are entitled to a free and appropriate public
education. The IEP is a legally binding document that ensures these
rights are upheld and that the child receives the necessary services
and accommodations to support their learning and development.
Parental Involvement
The IEP process involves parents or guardians as essential partners
in their child's education. It allows them to actively participate in
decision-making, goal-setting, and planning, ensuring that their
concerns, insights, and aspirations for their child are taken into
account.
Regular Monitoring and Adjustments
An IEP includes measurable goals and objectives, as well as a plan
for ongoing assessment and evaluation. This allows educators,
parents, and other professionals to monitor the child's progress
regularly and make adjustments to the plan as needed to ensure
continued growth and success.
Promoting Inclusion
An IEP supports the inclusion of children with special needs in the
general education environment to the maximum extent appropriate.
It encourages collaboration between special education and general
education teachers, fostering an inclusive learning environment
where all students can learn together and support one another.
[Link]
Overall, an Individual Education Program is essential for ensuring
that children with special needs receive the personalized support,
resources, and opportunities they need to thrive academically,
socially, and emotionally. It promotes equity, inclusivity, and a
student-centered approach to education.
B. Purpose of Individualized Education Plan
III. CONTENT
PURPOSE OF INDIVIDUALIZED EDUCATION PLAN
1. It outlines the educational goals and objectives that are
specifically designed to meet the unique needs of the student.
These goals can cover various areas such as academic,
behavioral, social, and functional skills.
2. In many countries, providing an IEP is a legal requirement
under special education laws. It ensures that students with
disabilities have the right to receive an education that meets
their individual needs.
3. By outlining the supports and services it promotes inclusion
and ensures that students with disabilities have the
opportunity to learn alongside their peers without disabilities.
C. III. Legal Basis in Developing Individualized Education
Plan
III. CONTENT
Legal Basis in Developing Individualized Education Plan
Individualized Education Plan
- An Individualized Education Plan (or Program) is also known as
an IEP. This is a plan or program developed to ensure that a
child with an identified disability who is attending an
elementary or secondary educational institution receives
specialized instruction and related services. The IEP is
developed by a team of individuals from various educational
disciplines, the child with a disability, family members, and/or
designated advocates.
R.A 11560
- Under RA 11560, all learners with disabilities, whether enrolled
in public or private schools, shall be accorded services and
reasonable accommodation based on the Individualized
Education Plan (IEP) and shall have the right to avail of the
appropriate support and related services.
E. Section 504 of Rehabilitation Act of 1973
III. CONTENT
Section 504 of Rehabilitation Act of 1973
- Is a national law that protects qualified individuals from
discrimination based on their disability. The law essentially
forbids discrimination against individuals with disabilities in
programs or activities that receive financial aid from the
federal government. This includes a wide range of programs,
from schools and universities to hospitals and social service
agencies.
Who is protected by Section 504?
- Section 504 covers a wide range of disabilities, including but
not limited to:
● Learning disabilities
● Attention deficit hyperactivity disorder (ADHD)
● Autism spectrum disorder (ASD)
● Dyslexia
● Cerebral palsy
● Visual impairments
● Hearing impairments
What Does Section 504 Prohibit?
● Denying qualified individuals opportunity to participate
● Denying access to programs or services
● Denying equal benefits or opportunities
[Link]
Section 504 applies to a wide range of programs and activities that
receive federal funding, including:
● Public elementary and secondary schools
● Colleges and universities
● Hospitals and other healthcare providers
● Social service agencies
● Public transportation systems
F. Family Educational Rights and Privacy Act
III. CONTENT
The Family Educational Rights and Privacy Act (FERPA) is a Federal
law that protects the privacy of student education records. The law
applies to all schools that receive funds under an applicable
program of the U.S. Department of Education.
However, FERPA allows schools to disclose those records,
without consent, to the following parties or under the following
conditions:
1. School officials with legitimate educational interest;
2. Other schools to which a student is transferring;
3. Specified officials for audit or evaluation purposes;
4. Appropriate parties in connection with financial aid to a
student;
5. Organizations conducting certain studies for or on behalf of
the school;
IDEA 2004 GUARANTEES FOUR BASIC
RIGHTS TO CHILDREN WITH DISABILITIES
A. Free Appropriate Public Education (FAPE)
According to IDEA 2004 sec. 1401 (9), the term “free appropriate
public education” means special education and related services that—
a. have been provided at public expense, under public
supervision and direction, and without charge;
b. meet the standards of the State educational agency;
c. include an appropriate preschool, elementary school, or
secondary school education in the State involved; and
d. are provided in conformity with the individualized education
program required under section 1414(d) of this title.
B. Least Restrictive Environment (LRE)
According to IDEA 2004 sec. 1412, the LRE were discussed into
two parts.
(A) In general To the maximum extent appropriate,
children with disabilities, including children in public or
private institutions or other care facilities, are educated with
children who are not disabled, and special classes, separate
schooling, or other removal of children with disabilities from the
regular educational environment occurs only when the nature
or severity of the disability of a child is such that education
in regular classes with the use of supplementary aids and
services cannot be achieved satisfactorily.
(B) Additional requirement
● (i) In general
A State funding mechanism shall not result in placements that
violate the requirements of subparagraph (A), and a State
shall not use a funding mechanism by which the State
distributes funds on the basis of the type of setting in which a
child is served that will result in the failure to provide a child
with a disability a free appropriate public education according
to the unique needs of the child as described in the child’s IEP.
● (ii) Assurance
If the State does not have policies and procedures to ensure
compliance with clause (i), the State shall provide the Secretary
an assurance that the State will revise the funding mechanism
as soon as feasible to ensure that such mechanism does not
result in such placements.
C. Supplementary Aids and Services
Supplementary Aids and Services means aids,
services, and other supports that are provided in regular
education classes, other education-related settings, and in
extracurricular and nonacademic settings, to enable children
with disabilities to be educated with nondisabled children to
the maximum extent appropriate.
D. Assessment
Notice
The public agency must provide notice to the parents of the
child with disability before conducting the evaluation.
Conduct of Evaluation
Use a variety of assessment tools and strategies to gather
relevant information about the child.
Other Evaluation Procedures
Each public agency must ensure that the
assessments and other evaluation materials used to
assess a child under this part are
selected and administered.
MEMBERS AND ROLES OF THE
INDIVIDUALIZED EDUCATION PLAN
Individualized Education Program (IEP) is a written education plan
designed to meet a child's learning needs.
● A Representative from the School
-known as the school district representative.
-A licensed individual to provide or supervise special
education and be knowledgeable about the general
education curriculum and the availability of resources of
the school.
-Oversees the IEP process, ensures compliance with legal
requirements and allocates resources.
The representative from a school plays a crucial role in
the creation of an Individualized Education Plan
(IEP). Their responsibilities typically include:
1. Facilitating the IEP Process
2. Providing Information and Insights
3. Assessing School-Based Supports
4. Implementing the IEP
5. Monitoring Progress
● The Child’s Teacher(s)
Teachers are responsible for assisting each child in
achieving his or her goals for the academic year. Setting
goals through the
development of an Individualized Education Program
(IEP) is an important part of working with special
needs children.
Teachers assist in the development of IEPs in the following ways:
Bringing a comprehensive knowledge of learning
challenges and disabilities
● Ability to suggest appropriate technologies or modifications to
ensure an effective learning environment for children with
different
disabilities
● Offering experience in providing positive behavior modifications
for a wide range of behavioral challenges
● Special Teacher(s)
- Are critical documents in special education,
outlining the specific needs and accommodations fo
students with
disabilities.
● Assessment and Evaluation
- Special educations teachers often conduct initial
assessment to
determine a student’s strength, weaknesses and areas of needs.
● Instructional Planning
- They create lesson plans and teaching strategies tailored
to the
student’s individual learning needs.
● Collaboration and Communication
- They facilitate meetings to review and revise, the IEP,
ensuring
that it remains effective and relevant.
● Progress Monitoring
- They adjust instruction, accommodations and
interventions as needed to address the student’s
changing needs.
● Other Professionals
Depending on the child’s individual needs, some related service
professionals attending the IEP meeting or otherwise helping to
develop the IEP might include occupational or physical
therapists, adaptive physical education providers,
psychologists, or speech
language pathologists.
1. Occupational Therapist
- Evaluate and treat people who have injuries,
illnesses, or disabilities to help them with
vocational, daily living, and other skills that promote
independence.
2. Physical Therapist
- Physical therapists evaluate and record a patient's
progress. Physical therapists help injured or ill
people
improve movement and manage pain. They are
often an important part of preventive care,
rehabilitation, and
treatment for patients with chronic conditions,
illnesses, or injuries.
3. Physical Education Providers
- teach a range of sports and physical activities to
students of different ages and abilities. motivate
students to fulfil
their potential. set and mark assignments, and
update school records. talk to parents and carers
about their children's progress.
4. Psychologists
- Psychologists study cognitive, emotional, and
social
processes and behavior by observing,
interpreting, and recording how people
relate to one another and to their
environments.
5. Speech Language Pathologists
- Speech-language pathologists (SLPs)
work to prevent, assess, diagnose, and
treat speech, language, social
communication, cognitive-
communication, and
swallowing disorders in children and adults
● One or Both of the Child’s Parents or Responsible Party
● Parents play a crucial role in the IEP team as the people
who know the child best. They see, first-hand, the
challenges their child faces inside and outside of the
classroom and can convey those challenges to the
rest of the IEP team during meetings.
● The Child, where appropriate
This inclusion allows the child to contribute their
perspective, preferences, and concerns regarding their
education and support needs. It also encourages them to
develop self-advocacy skills, express their preferences and
goals, and understand their IEP. The child's feedback is
valued to ensure the plan remains effective, and their
input is especially crucial in transition planning for older
students.
● Other Individuals at the Discretion of the Parent or
School.
At the discretion of the parent or school, other
individuals who have knowledge or special expertise in
the child including related services personnel as
approporiate.
