Design Individualized Education Programs to Address Student Needs
Overview and Purpose
It's your first year of teaching in a special education setting. You're happy to see that you're finally starting to get in the routine of each day, the content that needs to be taught, the pace it should be taught, and you even have some behavior sunder control. But not it's annual review time, and that means writing student IEP's for the next year. This also means holding meetings with parents, chairpersons, and related service providers to discuss your recommendations. How do you write an IEP? What needs to be included and what needs to be said? How do I know the recommendations I'm suggesting are appropriate?
These were some of the thoughts and questions swirling around in my head as a first year teacher. That's where this course comes in! The main purpose of this course is to assist new teachers who work with students with disabilities in writing each section of an IEP. This way, when you go to the eventual annual review meeting, you'll be prepared. The course is also aimed at veteran special education teachers who are looking to improve their IEP writing skills.
This mini-course will be broken up into 3 units. Each unit will focus on a different section of an IEP that you will be asked to write for your students. Unit 1 will focus on the present levels of performance for students, unit 2 centers on writing goals for your students, while unit 3 will be focused on choosing appropriate accommodations and modifications for your students.
This mini course will address the need for special education teachers, or any teachers working with students with disabilities, to write effective IEP's that look to specifically explain the tasks and concepts that students have mastered, content that students need more practice with, goals that students should work on, and how to accommodate academics so students can be successful in meeting these goals.
- After identifying what is to be included in the present levels of performance, participants will identify at least 5 skills that a student has mastered in ELA and Math each.
- Given a case study on a fictional student, participants will identify 2 skills that the student needs to continue to practice.
- Given teacher-directed examples of IEP goals, participants will write 3 IEP goals (1 ELA, 1 Math, 1 behavioral)
- After reading an article and viewing a video, participants will identify the difference between an accommodation and modification.
This mini course includes the following units. Click on the title of a unit to go to its page.
Participants will recognize how to write the present levels of performance section of an IEP by identifying tasks and concepts that students have mastered as well as content that students have yet to master.
Participants will refer to the content that students have yet to master from unit 1 to create meaningful goals for students to work on.
Participants will identify appropriate classroom accommodations to help students to be successful during instructional time, as well as testing modifications that will assist students in being successful when test taking.