IEP in JFK

1. IEP in JFK Teacher Training 26-8-2013

2. P.L. 94-142 The Education for the Handicapped Act(EHA) (1975) • Students with disabilities must be educated in the least restrictive environment (LRE)* in which they can succeed with support *LRE is the education setting most like that for non-disabled peers in which the student with disabilities can be successful, with appropriate supports provided (D’Alonzo, Giordano, & Cross, 1995; McNulty, Connolly, Wilson, & Brewer, 1996) • IEP – to ensure instructional services and other assistance are tailored to meet their needs (indicating goals, objectives, responsible persons, etc.) [iep 是一件幫助 sen 學生成功 的工具]

3. P.L. 101-476 (1990) Individuals with Disabilities Education Act (IDEA) • IEP must include a description of transition services (for students aged 14-16) to ensure students receive assistance when preparing to leave school upon graduation. The transition plan includes connecting with professionals from other service agencies. • Early childhood education • Severe disabilities • New categories of disability

4. P.L.105-17 (IDEA-97) • Teacher as member of the IEP team • Transition service needs must be addressed on IEPs for students aged 14. These needs must be updated annually, and must become increasingly detailed • Strategies for addressing student behaviour to be included in IEP • Assessment of students

5. Group Discussion Questions: • What are/should be the educational goals for the students of JFK? • How can IEP act as a tool for helping students succeed (achieve their individual goals)?

6. Reasons for … • ALL students in JFK have disability(ies) • Each student’s disability (array of disabilities) is unique • Apart from their disabilities, there are often other factors affecting their learning/ achievement, which need to be addressed, e.g. family conditions, motivation, emotions, past learning experiences • The nature & amount of support for each student in a class may be different

7. Reasons for …(cont’d) 5. Despite great care taken in grouping students into a class, there is still great diversity, calling for adjustments not only in the delivery of the lessons, but also in curriculum, HW assignments, & assessments 6. The long-term goals of students diver not only depending on students’ abilities & disabilities, but also, very often, on the subjective preference of students & parents, family conditions, and other factors

8. Individualized Educational Program IEP • A blueprint for a student’s learning • Long-term objectives • Addresses all areas of student need • Shared by professionals, parents, and students • Advocates for inter-disciplinary collaboration

9. Required components of an IEP • Present level of functioning • Annual goals and short-term objectives • Date of initiation, frequency, and duration of service • Services needed • Strategies for evaluation • Transition plan

10. Possible worries & answers • Decisions made too early may limit child’s development Amendments are always possible in annual review • Lots of paper work As simple and concise as possible; once written, only modifications in future years • Lots of meeting time With good preparations and good time management, meetings should not be much more than the present C/B Meetings • Resources allocation ???

11. Goals of Special Education • Academic achievement • Positive self-esteem • Upright character • Emotional stability • Integrity, good moral thinking • Effective communication and daily living skills • Preparations for future inclusion in the community • Strategies to minimize difficulties in future adjustment