How To Write Ieps

Wednesday’s class helped to develop my understanding of how to write IEPs. Previously, there were many concepts on the students’ IEPs that baffled me until last class. More than five of my students last year had IEPs that noted that they only need 30% mastery to pass. I was outraged with all the teachers and staffs that compiled IEPs that were basically setting my students up for failure. So, once I read the ludicrous expectations that the IEPs were putting on my capable students, I didn’t see my students’ IEPs as a tool to aid me in the classroom. Instead, I use my own understanding of my students rather than their IEPs to decide on the support they would need. However, last class provided me with a different outlook on how IEPs are supposed to be generated. As the professor noted, unless there is some major disability that would stop the students from learning above a 30%, teachers must push their students to reach their greatest potential. Another interesting fact that I learned about IEPs is regarding Chapter 408 (or the 408 Book). Despite working with individuals with disability throughout my …show more content…
The second chapter of Exceptional Children discussed the process of identifying and educating children with disabilities. Though all seven steps (listed on page 46-47) seemed logical and reasonable, It wasn’t until reading this chapter that I realized the great amount of planning, screening, and preparation that goes into providing special education services. This chapter also provided me a greater understanding of the special education process at my school. For example, at the beginning of the school year we (i.e. the teachers at my school) identified a few students we believed may benefit from special education; however, it is now March and we still haven’t really seen much progress being made towards deciding whether these students may have a