The Perfect IEP
How to create an effective individualized education program
First thing's first (Ch.1)...
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Check out what person first language looks/sounds like here!
Appropriate education (Ch.1& Ch.2)...
Fostering self-determination and student advocacy: Student and parental input is valuable input (Ch.1 & Ch. 4)...
Differentiation; a universal design for learning (Ch.5)...
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Check out these strategies for differentiation: http://www.edutopia.org/discussion/18-teacher-tested-strategies-differentiated-instruction
Non-discriminatory assessment is fair assessment (Ch.3)...
Universal design is not just for learning (Ch.5)...
“Create an IEP that addresses students’ emotional, social, and academic needs” (Turnbull et al., 2014, pp. 106).
Research the methods for differentiation in alternative assessment (Ch.5)...
“Educators must take time to learn of the difference methods for alternative assessment and inquire as to how they connect with classroom instruction” (Turnbull et al., 2016, pp.113).
Observation is better than assumption (Ch. 6)...
“All members of the IEP Team must closely observe a student’s speech habits in real-time before writing the IEP” (Turnbull., 2014, pp. 129).
Observe the student in his or her home environment (Ch.6)...
“It is imperative that the IEP team consider conducting home- and community based assessments of students to understand how he or she communicates”(Turnbull et al., 2014, pp. 134).
Check this out! http://www.smartkidswithld.org/getting-help/the-abcs-of-ieps/tips-for-writing-an-iep/
Digital Wisdom is key to writing the perfect IEP (Ch.6)...
“Any adult or professional who works with a student that requires the use of an AAC or other technology should be required, by the IEP document, to learn how to use said necessary AAC or other device” (Turnbull et al., 2014, pp. 141).
Create a harmonious environment (Ch.7)...
"Use IEP meetings to discuss the strengths, needs, and preferences of students who suffer from depression to create a positive school environment.” (2014, pp. 150).
Consider all of the environmental factors (Ch.7)...
When creating an IEP for a student with Emotional Behavior Disorder, IEP members must think about the environmental considerations—school factors and family factors---that contribute to Emotional Behavior Disorder. (Turnbull et al., 2014, pp. 154).
Check out how the Center for Child Counseling uses collaboration to help Children
Tara Shillhahn’s Six Rules for support (Ch.7)...
Consider school counselor ---Tara Shillhahn’s Six Rules:
1.Reframe challenges and do not use labels.
2. Address the challenges holistically.
3. Regard student feedback as the most reliable measure of success.
4. Be wary of misguided efforts based on separate agendas.
5. Guide, don’t direct.
6. Develop relationships that engender trust.
(Turnbull et al., 2014, pp.155)
Wraparound services are life changing services (Ch.7)...
Ensure that wraparound services are appropriately enacted to adequately address the students’ educational and mental health needs. (Turnbull et al., 2014, pp.157)
Watch and see what Wraparound Milwaukee is doing to help children with in their community!
Consider every option for intervention (Ch.7)...
IEP teams should use multicomponent interventions to help students with Emotional Behavior Disorder(s).
(Turnbull et al., 2014, pp. 159).
IEPs and 504s Advocate for All (Ch.8)...
504 Plan Meetings set the stage for deciding appropriate accommodations for student with disabilities (Turnbull et al., 2014, pp. 175).
Universal Design for Accommodation (Ch.8)...
Accommodations and supplementary aids and services signify modifications to the classroom environment to fit individual universal needs (Turnbull et al., 2014, pp. 175).
A Little Down Time is Good Time (Ch.8)...
Create Goals that will Last a Lifetime (Ch. 8)...
Make student goals and objectives attainable and meaningful for life (Turnbull et al., 2014, pp.178).
Consider Your Options (Ch. 8)...
Approach treatment of disorders like ADHD from different angles. Consider multimodal treatments strategies that will last a lifetime. (Turnbull et al., 2014, pp.179).
Facilitate Opportunities for the Development of Adaptive Skills
When developing an IEP for a student with an intellectual disability, carefully consider his or her home and community environments and teach skills that enable the student to be effective in them. (Turnbull et al., 2014, pp.191)
Generalization Skills for Making a Proper Transition
Generalization between the general school curriculum and the home, community environment are important ensuring progression in adaptation skills for students with Intellectual Disabilities; parent involvement the entire process, IEP and actualization, are critical to student success. (Turnbull et al., 2014, pp.191)
Collaborate with Professionals in the Community for the Well-being of ALL Students
With the help of related service providers, connect with students’ families to make sure that they have appropriate school and community resources: healthcare, nutrition, rest. (Turnbull et al., 2014, pp.194)
Connecting Students with Their Community
Collaborate with professionals in your community to ensure meaningful transitional planning and community based instruction for students with disabilities. (Turnbull et al., 2014, pp.200)