Module 2: Creating Quality IEPs for Students with Autism Spectrum Disorders

1. Module 2:Creating Quality IEPs for Students with Autism Spectrum Disorders Lesson 1: Understanding the IEP

2. Overview of Module 2 Lesson 1: Understanding the IEP Lesson 2: Collaboration for IEP Development Lesson 3: Writing Appropriate IEP Goals Lesson 4: Measuring Progress on IEP Goals

3. Outline for Lesson 1 Defining IEP The IEP Team Components of the IEP Procedural Safeguards Reviewing the IEP

4. Defining IEP • IEP stands for Individualized Education Program • Provided to students with disabilities under the Individuals with Disabilities Education Improvement Act • An IEP serves as the blueprint for the educational programming for students with disabilities • If a student is included in a general education classroom, implementation of the IEP is the responsibility of both the general education teacher and the special education teacher (see Module 9 for more information about how the teachers can collaborate effectively to implement the IEP)

5. The IEP Team • The IEP team is made up of a variety of individuals who collaborate to develop a plan that will best meet the needs of the student • Effective communication among the IEP team members is essential in providing best possible programs for students receiving special education services (Lytle & Bordin, 2001) • The IEP team for students with ASD will include: • Parents and, when appropriate, the student • General education teacher • Special education teacher • School district representative/Local Education Agency (LEA): This may be the special education contact for the school, a guidance counselor, an administrator, or a professional at the district level • Speech/language pathologist • Occupational therapist (if appropriate) • School psychologist (during initial IEP development, 3-year re-evaluations, and other times as necessary) • Behavior specialist (if appropriate)

6. Components of the IEP • The following are the major components of the IEP, and each will be addressed in the slides that follow: • Educational needs • Present levels of educational performance • Goals and objectives • Accommodations/modifications • Least restrictive environment • Placement • Related services • Assistive technology • Positive behavioral supports

7. Educational Needs • Indicate eligibility criteria • Ex. Autism, other health impaired, emotionally handicapped, mentally retarded, speech/language impaired • Indicate how the disability impacts educational performance • Ex. The student’s disability negatively impacts his ability to communicate, interact with others, and meet grade-level academic expectations

8. Present Levels of Educational Performance Indicates what skills the student has mastered and what skills are developing A present level of performance is written for each area addressed on the IEP The information is collected through parent input, informal classroom assessments, and formal/standardized assessments

9. Example of a Present Level of Performance • Communication Domain: • Sarah is currently able to ask for desired items by using one-word utterances to include naming the items she wants or saying, “want.” She can use two-three word utterances to request desired items by imitating the teacher’s words. She answers simple questions such as, “What’s that?” “What are you doing?” or “What are you eating?” When asked more complex questions such as, “What songs did you sing in music?” or “What did you eat for lunch?” Sarah usually repeats the question or part of the question without supplying an answer. Sarah will let others know if she needs help by whining. She will begin yelling or crying if she doesn’t get help right away.

10. Goals and Objectives • In 2004, the special education law (IDEA) was reauthorized and some changes were made to requirements for goals and objectives. • In the past, all IEPs included annual goals and short-term objectives. • But, in 2004 the requirement for short-term goals was removed except for students with severe and profound disabilities. • However, most school districts are still opting to continue the use of annual goals and short term objectives. This module will address the development of both annual goals and short term objectives.

11. Goals and Objectives Annual goals and short term objectives are written for each domain in which the student has needs For students with ASD, there should always be goals and objectives in the social/emotional domain and communication domain due to their impairments in social interaction and communication They will almost always have additional goals and objectives across a variety of academic areas They may also have goals in independent functioning for fine and gross motor needs

12. Accommodations • Accommodations are changes that can be made to instruction and assessment to provide access to the general education curriculum without altering the actual content • Examples: Shorten assignments, read material aloud to student, provide graphic organizers, allow pictorial responses instead of oral responses, utilize behavioral interventions to increase on-task behaviors, provide alternative textbooks

13. Least Restrictive Environment (LRE) Special education law requires that all students with disabilities be educated in the least restrictive environment This means that they should be with typically developing peers to the maximum extent appropriate Thus, the general education classroom should always be the first placement considered The IEP must document reasons why the child is not included in a general education classroom if that is indeed the case, and documentation must be provided for opportunities to interact with typically developing peers (ex. Lunch, recess, art, music, p.e., after-school program)

14. Placement • The IEP will indicate where the student will receive services/supports • Due to the LRE requirement there is a continuum of services/placements that include: -Full-time general education classroom -General education classroom with resource room pull-out services -Special education classroom -Special school -Hospital/Homebound

15. Related Services • The IEP may indicate that the student receives related services • Examples of related services may include: • Speech/language therapy • Occupational/physical therapy • Counseling • Transportation services

16. Assistive Technology There is a section on the IEP that requires the team to indicate if assistive technology has been considered for the student Assistive technology is technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible For students with ASD, it is important to ensure this area is considered not only for students who are non-verbal but all students who can benefit from supports such as augmentative communication devices and software to enhance academic performance

17. Positive Behavioral Supports There is a section on the IEP that requires the team to indicate if positive behavioral supports have been considered for the student This is important for students with ASD who may display behavioral challenges such as stereotypic behaviors that impeded learning, self-injurious behaviors, severe tantrums, and aggression Module 8 provides specific information on providing positive behavioral supports to students with ASD

18. Procedural Safeguards Procedural safeguards is a document that explains the rights of the parents and the student At each IEP meeting, parents are given a copy of the procedural safeguards and are asked if they would like an explanation To view the South Carolina procedural safeguards click on the following link: http://www.ed.sc.edu/caw/spedlaw/Specialaw.html#procedural

19. Reviewing the IEP • The IEP must be reviewed once each year (annual review) • At this meeting the student’s progress on each goal is documented (teachers should have data to share for each goal) • A goal may be mastered, modified, or discontinued • New goals and objectives area created for another year • If the IEP team decides to meet before the annual review for any reason (discuss goals, placement, accommodations, etc.), this is called interim IEP meetings • A student must be re-evaluated every three years to determine if the student’s eligibility for special education services is still consistent with the original evaluation

20. Module 2 Lesson 1 Activity • Examine the IEP for a student with ASD that you are currently working with. • Provide a brief description how each of the following areas are addressed (or not addressed) on the IEP: • Educational needs • Present levels of educational performance • Goals and objectives • Accommodations/modifications • Least restrictive environment • Placement • Related services • Assistive technology • Positive behavioral supports