Summary
The IEP Process as a Tool for Collaboration describes the thorough process and different components that are involved when developing an IEP for a student with disabilities. The article focuses on the idea of collaboration between all IEP team members to help ensure that the student with disabilities receives a meaningful and beneficial education. The IEP team consists of many different people who play a role in the child’s life, often including: the child’s parents, school principal, special education teacher, general education teacher, paraprofessionals, therapists, physicians, and many others. Collaboration among these individuals is vital in the development of an IEP because each member of the team contributes their own opinions, …show more content…
The ultimate goal is to determine the specific areas where the student requires additional assistance. Also, the team decides what skills and resources the student will need in order to achieve in those areas. This section of the IEP should be positive, focusing on the child’s strengths and talents. Writing in a positive manner will help the team members find direction for instructional goal setting and teaching in general. The next component of the IEP is writing measurable annual goals. These objectives should link back to the student’s present level of performance, be reasonably achievable, and present some sort of challenge for the student. Annual goals are designed to enable the student’s involvement and progress in a general education setting. The goals also provide a basis for writing a detailed instructional plan. Behavior plans also fall under this category, and are decided upon once a functional behavior assessment is …show more content…
This plan can vary greatly from vocational school, to independent living, to the workforce, or college. The transition process should begin no later than fourteen years of age and “real-world” preparation should begin when the student is sixteen. It is very important that the IEP team members take into consideration the parent’s desires and the child’s own interests, preferences, and needs. The team members should also make contact with external agencies to set up specific resources and services that the child might need when they leave high
The IEP Process as a Tool for Collaboration describes the thorough process and different components that are involved when developing an IEP for a student with disabilities. The article focuses on the idea of collaboration between all IEP team members to help ensure that the student with disabilities receives a meaningful and beneficial education. The IEP team consists of many different people who play a role in the child’s life, often including: the child’s parents, school principal, special education teacher, general education teacher, paraprofessionals, therapists, physicians, and many others. Collaboration among these individuals is vital in the development of an IEP because each member of the team contributes their own opinions, …show more content…
The ultimate goal is to determine the specific areas where the student requires additional assistance. Also, the team decides what skills and resources the student will need in order to achieve in those areas. This section of the IEP should be positive, focusing on the child’s strengths and talents. Writing in a positive manner will help the team members find direction for instructional goal setting and teaching in general. The next component of the IEP is writing measurable annual goals. These objectives should link back to the student’s present level of performance, be reasonably achievable, and present some sort of challenge for the student. Annual goals are designed to enable the student’s involvement and progress in a general education setting. The goals also provide a basis for writing a detailed instructional plan. Behavior plans also fall under this category, and are decided upon once a functional behavior assessment is …show more content…
This plan can vary greatly from vocational school, to independent living, to the workforce, or college. The transition process should begin no later than fourteen years of age and “real-world” preparation should begin when the student is sixteen. It is very important that the IEP team members take into consideration the parent’s desires and the child’s own interests, preferences, and needs. The team members should also make contact with external agencies to set up specific resources and services that the child might need when they leave high