Writing Effective IEPs for Special Education Students

 

Writing Effective IEPs for Special Education Students
Introduction
Writing Individualized Education Programs (IEPs) is a crucial aspect of a special education teacher’s job. IEPs are personalized plans designed to meet the unique needs of each student with disabilities. These plans outline specific goals, accommodations, and services required to ensure the student’s academic success. In this essay, we will review a mock IEP and complete the highlighted sections for Lesley’s IEP. We will also provide a rationale for our decisions in each section.

Additional Documentation or Consideration of Special Factors
When writing an IEP, it is essential to consider any additional documentation or special factors that may impact a student’s learning. For Lesley, in addition to the provided PLAAFP example, we need to consider any medical or psychological evaluations, observations, and input from other professionals working with Lesley.

Rationale: Including additional documentation or considering special factors is crucial to gain a comprehensive understanding of Lesley’s needs. Taking into account various assessments and professional opinions ensures that the IEP is individualized and tailored to meet her specific requirements.

Three Measurable IEP Goals
IEP goals should be specific, measurable, attainable, relevant, and time-bound (SMART goals). They should address the areas where a student needs improvement and facilitate progress towards academic success. For Lesley, we will establish three measurable IEP goals:

Goal: Lesley will improve her reading comprehension skills.
Objective: By the end of the academic year, Lesley will increase her reading comprehension level from a second-grade level to a fourth-grade level as measured by standardized assessments.

Goal: Lesley will improve her social skills and develop positive peer relationships.
Objective: By the end of the school year, Lesley will actively participate in group activities, initiate conversations with peers, and demonstrate appropriate turn-taking skills in at least three out of five observed social situations.

Goal: Lesley will enhance her organizational skills to improve academic performance.
Objective: By the end of each marking period, Lesley will independently use a planner to record assignments, manage her time effectively, and submit completed assignments on time in at least 80% of her classes.

Rationale: Setting measurable IEP goals allows us to track Lesley’s progress effectively. These goals address her specific areas of need and provide clear objectives for her academic and social development.

Accommodations
Accommodations are strategies or adjustments made to support a student’s learning and participation in the general education classroom. These accommodations ensure that Lesley can access the curriculum and demonstrate her knowledge and abilities.

Accommodation: Provide extended time for assignments and assessments.
Accommodation: Provide preferential seating near the front of the classroom to minimize distractions.
Accommodation: Use visual aids and graphic organizers to support understanding and information recall.
Accommodation: Provide written or verbal instructions as needed to ensure comprehension.
Accommodation: Break down complex tasks into smaller, manageable steps.
Accommodation: Allow the use of assistive technology devices such as text-to-speech software or speech-to-text applications.
Rationale: These accommodations are tailored to meet Lesley’s specific needs and ensure her access to the general education curriculum. They address challenges she may face in processing information, staying organized, and managing her time effectively.

Special Education Services
Special education services refer to the interventions and support provided by the special education team to help students achieve their IEP goals. For Lesley, the following services should be included:

Resource Room Support: Lesley will receive additional support from a special education teacher in a small group setting for a specified number of hours per week to reinforce skills and address specific learning needs.
Speech and Language Therapy: Lesley will receive speech and language therapy sessions twice a week for 30 minutes to improve her communication skills, including articulation and expressive language.
Occupational Therapy: Lesley will receive occupational therapy sessions once a week for 45 minutes to enhance her fine motor skills and improve handwriting legibility.
Rationale: These special education services are necessary to provide Lesley with targeted interventions that support her academic, communication, and motor development. The Resource Room Support helps reinforce skills learned in the general education classroom, while speech and language therapy and occupational therapy address specific areas of need.

Least Restrictive Environment
The Least Restrictive Environment (LRE) refers to the principle that students with disabilities should be educated alongside their peers without disabilities to the maximum extent possible. For Lesley, the LRE options to be considered are:

General Education Classroom: Lesley will spend the majority of her school day in the general education classroom with appropriate accommodations and support from both general education and special education teachers.
Resource Room: Lesley will receive targeted support in a small group setting in the resource room for specific subjects or skills that require additional reinforcement or remediation.
Inclusion Services: Lesley will participate in inclusion services for certain activities or subjects where she can benefit from working alongside her peers without disabilities while still receiving support from a special education teacher.
Rationale: Providing Lesley with access to the general education curriculum while receiving appropriate accommodations and support ensures that she can learn alongside her peers without disabilities. The LRE options outlined above strike a balance between inclusion and specialized instruction tailored to meet her unique needs.

Conclusion
Writing effective IEPs is crucial for special education teachers to ensure that students with disabilities receive the necessary accommodations, services, and support they need to succeed academically and socially. By considering additional documentation or special factors, setting measurable IEP goals, providing appropriate accommodations, specifying special education services, and determining the least restrictive environment, we can create an individualized plan that addresses the unique needs of each student like Lesley. This ensures their optimal growth and development within an inclusive educational setting.