Families as Partners in Developing Individualized Plans
IDEA regulates the appropriate education of children in early childhood education between the ages of 3 and 5 years old and students in elementary, middle, and secondary school programs from ages 6 and 2.
Every student has the right to an individualized education program, IEP.
Documenting Parent Participation: Educators may comply with the documentation rule by keeping copies of letters/emails from parents, detailed phone call records, and records of visits to homes or workplaces.
Required Components: An IEP must contain the students strengths, the parent's concerns, the student's performance on prereferral interventions, and the results of the student's performance on general state or district wide assessments.
Required Participants:
-Parents
-At least one gen ed teacher
-At least one special education teacher
-Representative of local education agency
-Someone who can interpret the student evaluation results
-Other individuals with expertise regarding the child's needs
-The student
IDEA regulates the appropriate education of children in early childhood education between the ages of 3 and 5 years old and students in elementary, middle, and secondary school programs from ages 6 and 2.
Every student has the right to an individualized education program, IEP.
Documenting Parent Participation: Educators may comply with the documentation rule by keeping copies of letters/emails from parents, detailed phone call records, and records of visits to homes or workplaces.
Required Components: An IEP must contain the students strengths, the parent's concerns, the student's performance on prereferral interventions, and the results of the student's performance on general state or district wide assessments.
Required Participants:
-Parents
-At least one gen ed teacher
-At least one special education teacher
-Representative of local education agency
-Someone who can interpret the student evaluation results
-Other individuals with expertise regarding the child's needs
-The student
Part C of IDEA provides for an individualized family service plan, IFSP.
An IFSP includes family outcomes unlike an IEP. An IFSP enhances the family's abilities to meet the needs of the child while enhancing the child's development.
An IFSP includes family outcomes unlike an IEP. An IFSP enhances the family's abilities to meet the needs of the child while enhancing the child's development.
Transition Plans
These ensure smooth transitions from school services to services available to adults. IDEA requires that a transition plan is developed to prepare the student for their life after completing school.
There are recently many efforts to include students in their own IEP meetings with encouraged participation. Parents have reported that their children understand significantly more and feel more comfortable contributing when they attend their own meetings. When a student helps direct their IEP meetings, their input is recognized and put in to action more than it would if they did not attend.
Creating and strengthening trust
Developing the IEP
Top ten components:
These ensure smooth transitions from school services to services available to adults. IDEA requires that a transition plan is developed to prepare the student for their life after completing school.
There are recently many efforts to include students in their own IEP meetings with encouraged participation. Parents have reported that their children understand significantly more and feel more comfortable contributing when they attend their own meetings. When a student helps direct their IEP meetings, their input is recognized and put in to action more than it would if they did not attend.
Creating and strengthening trust
Developing the IEP
Top ten components:
- Prepare in advance.
- Connect and start.
- Review the student's nondiscriminatory evaluation and current levels of performance.
- Share thoughts and take into account the parents' and student's thoughts about resources, priorities and concerns.
- Share visions and expectations of equal opportunity, independent living, full participation, and economic self sufficiency.
- Consider the interaction of the proposed and prioritized goals, services, and placement.
- Translate priorities into written goals or outcomes.
- Determine the nature of special education, related services, least restrictive placement, and supplementary aids and services.
- Determine appropriate modifications in assessment.
- Conclude the conference.
Application: This chapter will help me create a trusting partnership with parents by using the strategies given. I will be able to use this information to better prepare for IEP meetings and developing an IEP. I have a better understanding on the issues related to transitioning, and the role different cultures play when it comes to partnering with schools. As a future educator I think the ten steps to conduct meetings with parents is highly important to keep in mind.