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Individual Education Planning IEP

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recognise, respect, and respond to the diverse needs of the students ... Alice is sociable, alert, and shows a strong desire to communicate. ... – PowerPoint PPT presentation

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Title: Individual Education Planning IEP


1
  • Individual Education Planning (IEP)
  • Staff Meeting

Accessed from Te Kete Ipurangi Special
Education The Three Rs of Diversity http//www.t
ki.org.nz/r/specialed/diversity/develop/stage6-pro
fdev_e.php
2
Special Education 2000 recognises that all
schools will
  • recognise, respect, and respond to the diverse
    needs of the students
  • align teaching and learning experiences for all
    students with the New Zealand Curriculum Framework

3
The IEP Guidelines
  • Are intended
  • as guidelines
  • NOT a prescription
  • to assist school, parents, and specialists to
    meet special needs of students

4
What is an IEP?
  • The term has a range of meanings
  • the complete cycle of assessment, planning,
    provision, and evaluation
  • the meeting at which the individual needs of a
    student are discussed
  • the plan for an individual student
  • a documented programme for an individual student

5
Who needs an IEP?
Students with special education needs are
learners with a disability, learning difficulty,
or behaviour difficulty who require any or all of
the following
  • extra assistance
  • adapted programmes
  • adapted learning environments
  • specialised equipment
  • materials
  • to support them in special or regular education
    settings

6
An IEP is needed when
  • barriers to effective learning cannot be overcome
    by regular classroom strategies
  • the regular classroom planning cycle does not
    provide enough support for an individual student
  • the student is approaching transition
  • there is a change in the students personal
    circumstances

7
An IEP is needed to assist the support team in
  • sharing information
  • identifying outcomes
  • selecting priorities
  • planning actions
  • agreeing on responsibilities
  • determining teaching and support strategies
  • deciding on resources (materials and personnel)

8
In groups
  • use the labels (pieces) to make a flow chart of
    the IEP Process
  • list the major considerations for two of the
    steps on the IEP process - the facilitator will
    assist in allocating 2 different steps to each
    group

9
In groups
  • read scenario
  • choose one objective
  • discuss and write each step of the plan for the
    chosen objective
  • consider each point of the checklist to ensure
    the plan is relevant to the needs of the student

10
In groups
  • pair with another group and share the plans
  • then
  • each group makes one statement to summarise this
    workshop
  • Choose from
  • - We learnt that...
  • - We were surprised to find that…
  • - We would like to…

11
Hayden
  • Hayden is 11 and attends a large urban
    intermediate school. He is a year 7 student in a
    class of 32 Year 7 and 8 students. The school has
    a decile rating of 7. The students come from a
    wide range of backgrounds. There is one student
    in Haydens class who is in the Ongoing
    Resourcing Scheme and has a high level of need.
    Hayden often stands up for this student when
    others put him down. Hayden's teacher, John, has
    taught at this school for five years and is
    experienced in supporting students with special
    education needs.
  • Hayden has difficulty settling to tasks, makes
    inappropriate noises when the class is working,
    moves around the class when the students are
    engaged in individual group work and is often
    unwilling to comply with the teachers requests
    or instructions. In the playground he frequently
    disrupts other childrens playing by arguing
    about the rules, taking a ball from the game or
    hitting others when they disagree with him. In
    most curriculum areas Hayden's attainments are
    about two years behind his age level. He has a
    particular interest in art. There are three other
    students in the class with similar attainment
    levels. Hayden has just been referred to the RTLB
    service and has been accepted on the roll of
    Diane, the RTLB who services the school.
  • Hayden lives with his mother Rae and two older
    siblings who attend the local college. Rae is
    concerned about Haydens ability to cope at
    college and about how he behaves when he is out
    in the community.
  • During the next term Haydens group will be going
    to food technology. His class will be
    participating weekly in a syndicate sports
    session and the teacher has a major
    cross-curriculum thematic project about space,
    which will involve individual student learning
    contracts and group projects.
  • Source Ministry of Education (1998) The IEP
    Guidelines Planning for students with special
    education needs. Wellington Author (p. 19.)

12
Alice
  • Alice is now five-and-a -half years old, has been
    at school for six months, and previously attended
    kindergarten for two years, where she was
    supported by an early intervention team.
  • Alice has a number of significant disabilities,
    and has been verified as having very high support
    needs within the Ongoing Resourcing Scheme. She
    is fully dependent on others for all activities
    of daily living (eating, toileting, changes of
    posture and position) she is non-verbal and she
    has a significant visual impairment.
  • Alice lives on a large dairy farm with her
    parents, Judy and Steve, two older sisters and
    twin brothers aged two. The farm is 10 km from
    the nearest small rural town where Alice and her
    sisters go to school. The family are very
    involved in the school community and the
    day-to-day programme for Alice. Judy takes Alice
    to school and back every day in their van. Steve
    is on the board of trustees.
  • This is a five teacher school with a decile 6
    rating. Alice is in a Year 1/2 class of 23
    students. She is also enrolled with the
    Correspondence School. Her class teacher, Kay,
    has been teaching for 10 years but has never
    taught a student with significant disabilities
    before. When Alice started school, ramps were
    installed so that she could access her classroom
    and hall. A changing table has just been funded
    by the Ministry of Education, and a new
    wheelchair has been funded by the Ministry of
    Health. Carol has been employed by the school as
    a teacher aide until 2pm every day to support
    Alices programme.
  • Alice is sociable, alert, and shows a strong
    desire to communicate. At the moment she does so
    through a combination of facial expressions,
    whole body movements and a range of sounds. Some
    of the other students who went to kindergarten
    with her are quite skilful at interpreting her
    communication attempts. Carol finds it easier to
    understand Alice now, but Kay still finds it
    difficult to know what Alice is trying to say.
    Occasionally one of Alices sisters is brought in
    to interpret if Alice is distressed or
    frustrated.
  • Next term Alices class is involved in the school
    Pet Day and end-of-year concert. In the overall
    class programme the two areas of most challenge
    to Alice are the physical education programme,
    which this term has a focus on small ball skills,
    and participation in the reading programnme,
    especially shared reading and group discussions.
  • Source Ministry of Education (1998) The IEP
    Guidelines Planning for students with special
    education needs. Wellington Author (p 22).

13
Tama
  • Tama is 10 years old. He is in Year 6 at a large
    urban contributing school. The school has a
    decile rating of 1.
  • Tama has been on the school special needs
    register since school entry because of his
    language difficulties. At present his reading,
    written language and oral language skills are
    about a 6 year old level (Level 1 in the English
    curriculum) and his attainment in mathematics is
    at about a 7-8 year old level (level 2 in the
    mathematics curriculum). Tama is an enthusiastic
    participant in the schools multi-cultural club
    where he performs with skill. In this context he
    learns and remembers the words and actions to
    haka and waiata successfully.
  • Tamas mother and father (Ngaere and Eddie) and
    brothers and sisters speak English at home. They
    see Tamas success in Kapa haka as very important
    but are concerned about his progress in the
    classroom programme.
  • Tamas teacher Susan, is a Year 5 teacher who has
    taught at the school for the past three years.
    There are a number of other students in the class
    whose attainments in English and mathematics are
    below their chronological age but Tama is the
    student with the greatest need.
  • During the next term Tama will take his turn with
    two other classmates to organise and present the
    school weekly assembly. His class will be working
    in small groups to undertake science fair
    projects for the schools science fair in the
    second to last week of next term.
  • Source Ministry of Education (1998) The IEP
    Guidelines Planning for students with special
    education needs. Wellington Author (p 24).

14
Natasha
  • Natasha is 16. She attends a large urban
    secondary school as a student in Te Whare Ako
    Pai, an attached special education unit. Natasha
    has Down Syndrome with associated intellectual
    disability. She has been verified as having a
    high needs for ongoing resourcing. Natasha
    expects to be at school for two or more years and
    then hopes to have a job.
  • The school has a decile 3 rating and the students
    come predominantly from families on low incomes.
    There are 12 students in the unit with two
    teachers and two teacher aides. The students have
    most of their classes in the unit but some
    students join mainstream classes for some
    lessons. Natasha joins a fifth form class for
    form time, assembly, art and PE classes.
  • Natasha is the youngest in her family. Her older
    siblings are all living away from home now. Her
    mother, Shirley, works part-time at the school as
    a cleaner and her father, Jack, has just taken
    early retirement from a local plastics
    manufacturing firm that is downsizing. Shirley
    and Jack are pleased with how Natasha is doing at
    school, but are very concerned about what she
    will do when she finishes school.
  • Natasha is popular with the staff in the unit.
    Her oral communication skills are adequate within
    the familiar contexts of home, school and the
    taxi run between the two. To people who dont
    know her well, her speech is hard to understand
    and vocabulary range is limited. Natasha can read
    her name and approximately 25 sight words when
    she is familiar with her surroundings. She can
    count up to 20, recognises money up to 10 notes
    and can copy up to three short sentences,
    although her hand writing is very hard to read
    and it takes her a long time. She follows two
    part verbal instructions, can independently move
    around familiar areas of the school and can make
    her way to the dairy at the end of the road from
    her home.
  • Natasha has a heart condition that precludes her
    from strenuous physical activity and for which
    she is on life long medication, administered at
    home. She enjoys food and is significantly
    over-weight. She has glasses to correct her
    marked short sightedness and has to be reminded
    to wear them.
  • Transitions, the local Supported Employment
    service, has been working with Natasha and her
    team for the past year. Together they use MAPS
    process to plan for Natashas options beyond
    school. She works one morning a week at the local
    recreation centre and has enrolled in an aerobics
    class there.
  • Source Ministry of Education (1998) The IEP
    Guidelines Planning for students with special
    education needs. Wellington Author (p 26).
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