SPED 531 ASSIGNMENT – IEP CONCEPT MAP - James Daniel

Nota:

An Individualized Education Program (IEP) is a written statement of the educational program designed to meet a child’s individual needs. Every child who receives special education services must have an IEP. http://www.parentcenterhub.org/iep-overview/

The Student
1. Intervention
  1. Referral
    1. Evaluation
      Nota:
      - An evaluation must assess the child in all areas related to the child's suspected disability. The evaluation results will be used to decide the child's eligibility for special education and related services and to make decisions about an appropriate educational program for the child.
      1. Eligibility
        Nota:
        A group of qualified professionals and the parents look at the child's evaluation results. Together, they decide if the child is a "child with a disability," as defined by IDEA. Parents may ask for a hearing to challenge the eligibility decision. U.S. Department of Education https://www2.ed.gov/parents/needs/speced/iepguide/index.html
IEP Team Members
1. Parents or Guardians
2. Student
  Nota:
  - the student receiving the IEP may choose to be part of the IEP team and if appropriate, is often encouraged to do so.
3. Administrator
4. Special Education Teacher
5. General Education Teacher
6. School Counselor / Psychiatrist and or Evaluator
Behavioral Intervention and Planning
(Annual) GOALS
Nota:
- These are goals that the child can reasonably accomplish in a year. The goals are broken down into short-term objectives or benchmarks. Goals may be academic, address social or behavioral needs, relate to physical needs, or address other educational needs. The goals must be measurable-meaning that it must be possible to measure whether the student has achieved the goals. U.S. Department of Education https://www2.ed.gov/parents/needs/speced/iepguide/index.html
1. Specific
2. Measurable
3. Attainable
4. Results Oriented
5. Time Bound
Special Education Services Implementation
Benefits and challenges of collaboration and co-teaching in today's classroom
1. (Some examples of) Pedagogical Practices for an Inclusive Classroom.
  1. Guidelines for Effective Co-teaching
    Nota:
    -  Strategies for Teaching Students with Learning and Behavior Problems, 6e Chapter 11: Coordinating Instruction, Collaborating, and Coteaching
    1. Voluntary participants. Teachers should choose to work together and should not be forced into a collaborative teaching situation (Vaughn, 1995).
    2. Shared responsibility. Teachers combine their knowledge and resources to plan instruction. Therefore, they also share the accountability for the outcomes of those decisions (Bos & Vaughn2006).
    3. Problem solving. Teachers must collaborate to identify and find solutions to meet student needs, and also must accept that problems will arise when two professionals work together to coordinate instruction. Dealing with problems that arise during collaboration is not so different from finding solutions to student problems.
      1. To solve a problem it is helpful to:
        (1) Identify concerns,
        (2) Share information regarding the problem
        (3) Brainstorm possible solutions
        (4) Evaluate the ideas and create a solution plan
        (5) Try the solution
        1. Evaluate its success. ....
        (Snell and Janney, 2000).
    4. Conflict resolution. Disagreements and even arguments are inevitable in any collaborative process. Implementing a plan to resolve conflicts can lead to better solutions than if the problem had been ignored (Idol et al., 2000).
  2. Interactive communication. Effective communication occurs when teachers trust each other and are not afraid to voice either their agreement or disagreement, when they communicate accurately and directly, and when they remain sensitive to differences (Snell and Janney, 2000).
  3. Co-Planning
    1. Special education teachers often co-plan with general education teachers for the students with special needs who are in their classrooms. Sometimes special education teachers also co-teach in those classrooms; at other times, they assist the teacher in planning lessons and making adaptations for the students with special needs that will be taught without the special education teacher's assistance.
  4. Small Group Instruction
    1. Small group instruction usually consists of groups of three to five students and is used when the teacher wants to provide very specific instruction, feedback, and support. Teachers form small groups of students who either are at different ability levels (heterogeneous groups) or have similar abilities in a particular curriculum area (homogeneous groups). One benefit of small groups is that the teacher can individualize instruction to meet each group's specific needs. For example, during a cooperative learning activity in which students are grouped heterogeneously, the teacher may need to give a minilesson to one group that is having difficulty working together.
  5. One-to-One Instruction
    1. One-to-one instruction occurs when the teacher works individually with a student. This instructional arrangement allows the teacher to provide intensive instruction, closely monitoring student progress and modifying and adapting procedures to match the student's learning patterns.
      Nota:
      - At least some one-to-one instruction is recommended for students with learning and behavior problems, because it provides the students with some time each day to ask questions and receive assistance from the teacher (Archer and Edgar, 1976).
  6. Cooperative Learning
    1. . Cooperative learning oc curs when students work together and use each other as a source for learning. Four basic elements need to be included for small group learning to be cooperative: interdependence, individual accountability, collaborative skills, and group processing
  7. Independent Learning
    1. Independent learning is one format for providing students practice with a skill for which they have already received instruction and have acquired some proficiency
2. To solve a problem it is helpful to:
3. One benefit of small groups is that the teacher can individualize instruction to meet each group's specific needs. For example, during a cooperative learning activity in which students are grouped heterogeneously, the teacher may need to give a minilesson to one group that is having difficulty working together (Bos & Vaughn 2006).
  Nota:
  - Following are some of the activities that teachers can implement to make small group instruction as effective as possible: Arrange your schedule for reading instruction to preserve small group instruction each day for students who are behind in reading and several times a week for all other students.Provide small group instruction flexibly to address specific skills and instructional needs of students.Use student-led small groups to reteach or practice previously taught information, reread stories, develop and answer questions, and provide feedback on writing pieces.
  1. BENEFITS: Small group instruction
4. BENEFITS of Self-confidence and self-esteem:
  1. Most participating teachers in a three year study reported that inclusive programs helped improve students identified with having disabilities demonstrated improved feelings of self-esteem and self-confidence. Teachers noted that many students with disabilities develop a better attitudes about themselves. They became less critical and defensive of themselves, and more motivated, as well as more capable of looking at the Rome strengths and weaknesses objectively (Walters-Thomas, 1997).
5. studies have shown that students with disabilities who have been moved into mainstream classrooms, tend to exhibit remarkable improved performances, and often discovering that they are more capable in their own abilities then they had previously thought (Walters-Thomas, 1997
  1. Academic Performance Benefit
  2. Academic Performance Challenge:
    1. Some teachers reported that students with disabilities can experience difficulty adjusting to the higher expectations of the mainstream classes (Walters-Thomas, 1997).
      1. CHALLENGES with - Scheduling Planning Time: finding time for co-teachers to plan together is often a challenge for many schools (Walters-Thomas, 1997).
6. BENEFITS
  1. Common benefits of co-teaching situations for both General education teachers and special education teachers often include: increased professional satisfaction, opportunities for professional growth and personal support, and increased opportunities for collaboration Walters-Thomas, 1997).
7. OTHER POTENTIAL CHALLENGES:
  1. Maintaining an equitable working environment wherein neither teacher feels that they an “assistant” to the other.
  2. Potential personality and or teaching ”style” conflicts
Performance levels
1. Assessment Re-Assessment
  1. Annual Review & Re-Evaluation
  2. Tri-Annual Review & Re-Evaluation
REFERENCES
1. Bos, C. S., & Vaughn, S. (2010). Chapter 11: Coordinating instruction, collaborating, and co- teaching. In Strategies for teaching students with learning and behavior problems (6th ed.). Pearson Education, Inc.
  1. Center for Parent Information and Resources. (2013, March). The Short-and-Sweet IEP Overview | Center for Parent Information and Resources. Retrieved from http://www.parentcenterhub.org/iep-overview/
  2. U. S. Department of Education. (2000, July). Archived: Guide to the Individualized Education Program. Retrieved from https://www2.ed.gov/parents/needs/speced/iepguide/index.html
    1. Walther-Thomas, C. S. (1997). Co-Teaching Experiences. Journal of Learning Disabilities, 30(4), 395-407. doi:10.1177/002221949703000406
Individualized Education Program, also called the IEP

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