Individualized Educational Plan

Question: Is there anyone out there who is dealing with the school districts so called Individualized Educational Plan? Can anyone help/or relate ?single mom in S.F. deeply upset with how poorly underqualified and /or unorganized special education educators and adminstators are handling the service plans and allowing classrooms to flounder in CRISIS MODE with EmmotionallyDisturbed/andor,Bipolar,&ADH… CHILDREN,literally falling through the abyss.Bright caring and creative yet troubled are systematically overlooked and underfunded,while the generally stable population is recieving more enrichment tools,monies, and Qualified teachers.In particular that the underpriviliged children in SFUSD SPECIAL ED. rarely get exercise ,no exposure to music and the arts lack of adult supervision and input unless they behave negatively, no field trips,Fewer and fewer reasons to engage in school constructively..AND tons of bullying aggressive bx between peers, the normalization of violence and disrespect is scary So sad to see the children who need extra: love care,patience,planning , coping skills, being forgotte

Answer: I used to be a teacher. USED to be. All the paperwork required, especially IEP paperwork, took so much of my time that I barely had time to think about individual children. I set my basic plans for the week and tweeked them as needed each day, but there just wasn't enough time to plan for each and every child every second of the day. It's not the teacher's fault, or the school's fault, or the parent's fault. It's everyone's fault. There are "good" and "bad" teachers out there, but they get squeezed just the same. Parents expect the teacher to spend extra time with their kid, administration expects the teacher to get more work done, faster and with less money and fewer supplies. The public, in general, wants a better education for their community but refuses to fund it. What can you do about it? Don't get mad, get active! Being a single parent, you probably don't have much time, but try to make a little. Call the teacher and see what you can do to help. Maybe volunteer one day a month in the classroom and see if you can get other parents to do the same. Help prepare supplies for a lesson. Organize a field trip and a fundraiser to pay for it. Find local organizations to donate for the field trip. Maybe other classes at the school would be willing to help also. The last year I taught, my class organized a fund raiser for our field trip and end of year party. We had enough to invite the special ed. class to join us so they could have a field trip too. The point is that there are tons of things you can do to help. You posted the question which makes me believe you care enough to help and will find a way. Good luck!

Question: Would an individualized educational plan work for each student (focusing on math for one, art for another)? Each child is given a basic and broad education in the various subjects for the first 5-7 years of school then given a test to identify areas of strength and interest and allowed to follow that specialized area of educational training for the remainder of his education OR the general and broad education rounding him out evenly academically?

Answer: I think that IEP's are way too bureaucratic. The money would better be spent hiring high quality tutors for the classrooms.

Question: sped teachers, what kind of educational plan would you give my 7-year old son? my son was assessed with a learning disability in academics (reading, writing, math). at 7, his capability is that of a 5-year old. but then he was also assessed as being advanced in science, art, and creative logic. there, his performance is that of a 9-year old. at the evaluation, he broke a couple of records for creative thinking. i'm talking to his teachers about this next week, but could you tell me what to expect? he goes to a progressive school that specializes in individualized developmental teaching. thanks everyone!

Answer: It is hard to say for sure what sort of individual education plan they would give your son, but this is what they would probably give them. Since his creative skills, science and art are in the higher ranges they would develop the invidividual education plan to suit his strengths and then some of the weaknesses as well. Math -- they would use probably physical things such as buttons, pop corn kernels or things like that to teach him math. Reading -- they would probably use story cards, and other things like that which he would be able to see visually, and then have to come up with conclusions etc., to what he sees. Writing- for this section they may have him look at something that is concrete like an apple, and then have him describe about what he sees. Very often children who have academics problems are usually mocked by their classmates as well. They will probably also have something in the plan that will look at his social skills as well.

Question: Where can I get a good *IEP samples in different cases? *Individualized Educational Plan/Program

Answer: Hi Steph, I'm assuming by "different cases" you mean students with differing issues leading to the need for an IEP. IEP's are in general not published for confidentiality reasons, but there are sample IEP's that are often used in different education courses. If you are hoping to see a legal IEP, your best bet is to find a connection to a family that would be willing to show you their son or daughters, or be a student teacher but even then some school districts won't let you. You should also know that IEP's are not the same in every district, while they all share similar information, they are not a standardized form. If you are trying to see any sample of an IEP I would suggest contacting a local college or university with a special education program and asking if you could come in to see the sample IEP's they use to teach their students. Best of luck.

Question: IEP Samples for Mental Retardation, Traumatic Brain Injury and Deaf-Blind? Can you give me links to Individualized Educational Plan/Program samples (completed and filled up) of the following exceptionalities? *Mental Retardation (Preferrably Down Syndrome and Fragile X Syndrome) *Deaf-Blind (they have to be together) *Traumatic Brain Injury A torrent file or any kind of file will do. Just need to have samples of these for an assignment. Thank you very much. ^_^

Answer: There are NOT nor should there be one size fits all IEP samples. ALL IEP's are written based on the needs of the child in an academic setting and all the exceptionalities that you have provided can be very different in their presentation. If you want people to help - you must provide detail of where the student is - their present level of performance is what drives the IEP. Students with Downs Syndrome for example can have IQ's and capacity that varies by more than 50 points. Deaf blind can have normal or high normal IQ or very low IQ.

Question: I have a question about special education.? How come colleges are not mandated to follow the modifications and accommodations of an Individualized Educational Plan (IEP)? How come high schools are mandated to follow? I was a special education student in high school. In college, it is completely up to me rather I want to continue special education. Is it because special education is only up to high school by law? If not, then could I have made my own decision of not being in special education after I graduated junior high school? (I had a disability when I graduated junior high school.) I was 19 when I graduated high school. Does that mean that the high school doesn't have to follow the IEP when I was 19 during high school?

Answer: My son recently graduated from college in Illinois - we held his transition to college in May of his senior year of HS. The IEP stated that in college he would receive the same supports he had in HS - His teachers were prone to "graduate" him out of special ed, but I said no way. I don't know if this varies from state to state or not. But he went to college, a private college with his IEP in tow. He is dyslexic and ADD. When he entered college I contacted all his teachers and the head of the academic depts. I sent IEP copies to all of his instructors the first two years, after that he felt confident enough to do it himself. He went to college with ... "must be provided with a reader for all tests, books on tape, extended time on tests, teacher notes before tests, teacher's notes of classroom content." All but one teacher complied immediately, and the dean put pressure on the one that wouldn't. When books on tape weren't an option because newer texts can take up to a year to get - the teachers would cut his reading down or tell him specifically what he needed to read. He would come in early to begin his tests or stay late. Written work was difficult - such as papers, but we got permission for him to email the rough draft to the teacher - she/he would mark it up, then he would try to fix it or it would be emailed to me at home and I would edit it and send it on to the teacher. It was my understanding that if you go to college with your IEP still intact - that it holds water until you graduate, and he was 22 when he graduated this past May. This was not an easy process as I as his mom had to show him that he needed to be proactive from the beginning and advocate for himself. Many parents I know sent their childs IEP to college before the term started and at the very least they were offered four years of free tutoring. Colleges can be very accommodating if you push them. I think the key is not to lose that IEP before you enter college. Also check with the college and ask for their help before you apply. Good luck - Melanie

Question: Do you HAVE to attend an IEP exit interview when dropping out of school? Looking for someone who knows the answer!! Is it the law? will you go to juvenile if you don't go? I am currently un enrolled from high school but they are wanting this Individualized Education Plan Exit Interview, Does anyone know? Here's more information on what a IEP is: IEP: Individualized Education Plan - A detailed description of the educational goals, assessment methods, behavioral management plan, and educational performance of a student requiring special education services. Regards , Tyler.

Answer: it is the law, but it is more for the school. if you do not attend the exit iep, it is bad for the school but nothing bad will happen to you. you will not go to juvenile.

Question: Why Occupational Therapy is neglected after all these instructions which can be fulfilled with this Profession? SARVA SHIKSHA ABHIYAN...norms for all schools..! (STOP NEGLECTING OCCUPATIONAL THERAPY) 1.9 EDUCATION FOR CHILDREN WITH SPECIAL NEEDS (SARVA SHIKSHA ABHIYAN) MUST FOR EVERY SCHOOL 1.9.1 SSA will ensure that every child with special needs, irrespective of the kind, category and degree of disability, is provided education in an appropriate environment. SSA will adopt ‘zero rejection’ policy so that no child is left out of the education system. 1.9.2 Approaches and Options: The thrust of SSA will be on providing integrated and inclusive education to all children with special needs in general schools. It will also support a wide range of approaches, options and strategies for education of children with special needs. This includes education through open learning system and open schools, non formal and alternative schooling, distance education and learning, special schools, wherever necessary, home based education, itinerant teacher model, remedial teaching, part time classes, community based rehabilitations (CBR) and vocational education (WHO WILL PROVIDE THIS REHABILITATION??)and cooperative programmes. 1.9.3 Components: The following activities could form components of the programme: (a) Identification of children with special needs: Identification of children with special needs should become an integral part of the micro-planning and household surveys.(WHO WILL IDENTIFY??) A concerted drive to identify children with special needs should be undertaken through PHCs, ICDS, ECCE centres and other school readiness programmes. (b) Functional and formal assessment of each identified child should be carried out.(WHO WILL ASSESS FUNCTIONALLY???)A team(WHO WILL BE THE MEMBERS OF THIS TEAM????) should be constituted at every block to carry out this assessment and recommend most appropriate placement for every child with special needs. (c) Educational Placement: As far as possible, every child with special needs should be placed in regular schools, with needed support services(WHICH SUPPORT SERVICES???). (d) Aids and appliances: All children requiring assistive devices should be provided with aids and appliances(aids & appliances given…end of the needs of the special child??WHO is gonna TRAIN THEM WITH SUCH AIDS & APPLIANCES???) , obtained as far as possible through convergence with the Ministry of Social Justice and Empowerment, State Welfare Departments, National Institutions or NGOs. (e) Support services: Support services like physical access, resource rooms in the existing BRC/ CRC, special equipment, reading material, special educational techniques, remedial teaching, curricular adaptation, adapted teaching strategies and other services like physiotherapy, occupational therapy, speech therapy could be provided (STILL THEY ARE USING THE WORD ‘COULD’!!!???!!) (f) Teacher training: Intensive teacher training should be undertaken to sensitise regular teachers on effective classroom management ( Again teaching the management : OT field) of children with special needs. This training should be recurrent at block/cluster levels and integrated with the on-going in-service teacher training schedules in SSA. All training modules at SCERT, DIET and BRC level should include a suitable component on education of children with special needs. (g) Resource support: Resource support could be given by teachers working in special schools. Where necessary, specially trained resource teachers should be appointed, particularly for teaching special skills to children (SPECIAL SKILLS..!!SPECIAL EDUCATOR’S WORK??????!!)with special needs. Wherever this option is not feasible, long term training (WHO WILL TRAIN THE ‘SPECIAL SKILLS’ TO THESE REGULAR TEACHERS WHO ARE GOING TO TEACH THEM TO THE SPECIAL CHILDREN?????) of regular teachers should be undertaken. (h) Individualised Educational Plan (IEP): An IEP should be prepared by the teacher for every child with special needs in consultation with parents and experts. Its implementation should be monitored from time to time. The programme should test the effectiveness of various strategies and models by measuring the learning achievement of children with special needs periodically (WHO IS GOING TO CONDUCT THIS TEST???), after developing indicators. (i) Parental training and community mobilization: Parents of children with disabilities should receive counseling and TRAINING (MY GOD..!! NOW WHO IS GOING TO COUNCEL THEM..????WHO IS GOING TO TRAIN THEM TO FULFILL THE SPECIAL NEEDS OF THEIR CHILDREN?????)on how to bring them up and teach them basic survival skills. Strong advocacy and awareness programmes should form a part of strategy to educate every child with special needs. A component on disability should be included in all the modules for parents, VEC and community. (j) Planning and management: Resource groups should be constituted at state, district levels to undertake effective planning and management of the programmes in collaboration with PRIs and NGOs.

Answer: Occupational therapists along with other Rehabilitational Professionals are going to solve this problem..

Question: Disability Discrimination? Today, the head of the English department of my town called my mother. She called concerning my placement into honors English next semester, which she rejected. Her rationale was that I failed my first two years of high school, and though I've shown great improvement this year, she still believes an honors course is too rigorous for me. My mother explained the situation to her: how I'm extremely clever, the fact that I have Asperger's Syndrome (which she claims to be well informed of), and how I was depressed for the past two years literally not caring about myself or anyone else. It's law that no student is to be denied any educational benefits or opportunities based on race, color, creed, economic status, age, disability, or personal matter. I honestly believe that me being denied placement into honors English is because I have a disability, and an IEP (Individualized Education Plan), a document for all students indentified as having special needs, requiring accomdation. A student can't receive special education services if their disability has no effect on their academic achievement and behavior. I'm still receiving those services which will be discontinued this year, and when I leave for college next year, those services will not exist as higher education is not the same as secondary school. The reason why I'm still receiving those services is because of my past two years when I was doing very poorly in school, and had many odd behaviors. I would run into bathroom stalls, ate a science experiment, wrote inappropriate things, spat on a boy, fought with my parents over simple instructions, skipped classes for breakfast in the cafeteria, clashed with teachers, made threats, was taken to the emergency room several times for complaints of mental illness, and many other odd things. Getting back, I should not be denied placement in honors English. What can be done about this?

Answer: I think there must be more to this posting than you are sharing. You mention at the beginning of the posting that you failed the first two years of high school. However, you state that you are to be graduated this year. Even with summer school I doubt that you can make up two years of high school in two summers. How are you doing in your other subjects? What math have you had and what are you taking now? Same question for science, social studies, consumer education, keyboarding (typing), P.E., Unless all of these other subjects total a GPA of 3+ then you should focus upon them and not push for the one subject that you are apparently good at (English). In short, I think you should focus upon the areas that need help, including counseling, before you are placed in an honors English class.