IEP process Parent guardian
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Grand Canyon University *
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500
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Arts Humanities
Date
Jan 9, 2024
Type
docx
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3
Uploaded by suewoooh
Suzette Green
Grand Canyon University
SPD-500
Kari Lewinsohn
Video transcript.
https://www.loom.com/share/d48648e823fc475f8f03fde9aaac1d4b
Hello,
My name is Suzette Green, I am currently pursuing my master’s degree in special education A[]at Grand Canyon University. In this video, I am going to be discussing various things related to IDEA and IEPS.
Referral:
It is essential to have a comprehensive understanding of the procedures and stages involved in a student's access to special education services, such as Individualized Education Programs (IEPs). The process commences with a referral, which can originate from various individuals, including parents, teachers, counselors, or administrators. A referral typically transpires when someone identifies that a child possesses unique needs that distinguish them from their peers of the same age. It is crucial to recognize that this should be an ongoing concern or prerequisite
for the student, often referred to as a response to intervention (RTI).
If a child continues to face difficulties despite the implementation of Response to Intervention (RTI), they may be recommended for an assessment in special education. Timely execution of this evaluation is crucial once the referral is made. The primary objective of the evaluation is to identify any factors that might qualify the child for special education services. Following the assessment, the student may be granted an Individualized Education Program (IEP) or, in some cases, a 504 plan. It is important to highlight that these services are provided by the school at no expense.
Evaluation:
After receiving a referral, it is crucial to promptly carry out an assessment. This evaluation can result in the student being granted an
Individualized Education Program (IEP) or sometimes a 504 plan. The primary objective of the assessment is to identify any factors that may qualify a child for special education services. Once the evaluation is finished, a decision will be made regarding whether the student requires special education services, a 504 plan, or neither. To be eligible for special education, the student must meet the criteria for at least one of the thirteen eligibility categories established by educational authorities. This brings us to our discussion on eligibility
and its crucial role in determining which support system is appropriate for each student.
Eligibility:
As mentioned previously, there are thirteen distinct eligibility categories that students must meet to qualify for services. These categories encompass a wide range of disabilities, including specific learning disabilities, other health impairments, autism spectrum disorder (ASD), emotional disturbance, speech or language impairment, visual impairment (including blindness), deafness, hearing impairment, deaf-blindness, orthopedic impairment, intellectual disability, traumatic brain injury (TBI), and multiple disabilities (source).
To be eligible for these services, a student must satisfy the criteria of at least one of these categories and demonstrate that their academic performance is adversely affected by their disability.
Components of IEP:
After acquiring an understanding of the referral procedure, evaluation methods, and eligibility criteria, you may be interested in the specific details encompassed within an Individualized Education Plan (IEP). An IEP is a personalized educational plan that encompasses various essential elements. The primary goal of an IEP is to provide crucial information about a student's education, such as their current academic performance level, annual objectives, progress reports, special education services, additional aids and services, participation in educational settings and activities, transitional goals and services, as well as consent from parents or guardians.
It is important to determine where the student currently stands academically before setting targets within the IEP. Furthermore, regular monitoring of the student's progress is vital to track their advancement toward these objectives.
Identifying the special education services provided to the child is another critical aspect of maintaining an IEP. This involves determining any additional support or accommodations necessary to address the student's learning needs.
The participation component of an IEP specifies the extent of the student's involvement in general education settings and other activities like standardized testing. This ensures that appropriate opportunities for inclusion are considered. Lastly, obtaining parental or guardian consent is a fundamental part of the IEP process. This involves formal agreement with the proposed plan presented by educators and professionals involved in developing the IEP. An Individualized Education Plan (IEP) is a customized educational plan that includes crucial information about a student's education. It involves understanding the student's current academic performance level, setting attainable objectives, monitoring progress, identifying special education services, ensuring participation opportunities, and obtaining parental
consent. By addressing these components within the IEP, educators can provide individualized support to meet students' unique learning needs.
Parental and Student Involvement in the IEP:
We have now covered a significant amount of information concerning the special education process, and it is understandable if you, as a parent, have questions or feel overwhelmed. We encourage your active participation and inquiry in this process as educators. When creating an Individualized Education Program (IEP), multiple individuals are involved, including the parent or guardian and the student. Unfortunately, many parents and students do not fully grasp their importance in the IEP process. However, since the IEP aims to benefit the student, both the student and their legal guardian must have a voice in shaping it.
As a parent, there are several ways you can contribute to the IEP. You possess knowledge about
your child that we, as educators, may not be aware of. After all, no one knows your child better than you do. By sharing this valuable information during IEP meetings, we can gain a deeper understanding of your child's individual needs. Additionally, you play a vital role in identifying the goals and objectives that you want to see your child achieve within the educational setting. Your input helps us develop specific and attainable goals for our students.
Above all else, we want to ensure that you are aware that you can ask any questions during the process and feel comfortable doing so. Similarly, the student also plays a significant role in developing an Individualized Education Program (IEP). They provide personal insight into what strategies are effectively working for them and their own goals while informing us about what aids their success. Our objective is to ensure that our education plan aligns with the needs of the student; therefore, receiving feedback on its progress from them is crucial.
Involving parents and students in the development of an IEP ensures that their unique perspectives and insights are considered when making decisions about educational goals and strategies. Collaboration between parents/guardians, students, and educators is key to creating
a comprehensive and effective IEP that meets the individual needs of each student.
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