The IEP is an essential part of each students special education program Education homework help

The IEP is an essential part of each students special education program Education homework help

 

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The IEP is an essential part of each student’s special education program and plays a large part in the role of special   education teacher responsibilities. Special education teachers must   include all of the information needed to describe the student’s   strengths, needs, background information, etc. All of this information   is used to develop an effective program for the student.

By the age of 16, students with special education services must have   an additional transition plan that addresses current functioning based   on observations, student surveys, and other age appropriate transition   services. Goals must be developed for further education and training   as well as employment after high school. Aligned transition activities   for each goal must be realistically developed to assist students in   achieving their goals. Teams must also consider the need for goals   associated with independent living. These goals could address   community access and participation, adult living and post-school   options, as well as daily living skills to support independence in   adult settings.

Review the “Alicia Case Study” to inform the assignment   that follows.

Use the “Case Study: PLAAFP and Annual Goals Template”   to complete this assignment.

Part 1: Present Level of Academic Achievement and Functional     Performance (PLAAFP)

Complete the following in 250-300 words for the case study student.

  • Section 1: Academic Student Strengths/Interests
  • Section 2: Evaluations
  • Section 3: Performance in   Classes
  • Section 4: Other Relevant Issues

Part 2: Post-Secondary Transition

Consider emotional, social, and academic concerns to be successful post-secondary.

  • Preferential Learning Environment
  • Strengths/Interests     Relating to Transition
  • Areas in Need of Improvement for   Transition

Based on age appropriate transition assessments, include measurable   transition IEP goals and transition activities/services appropriate   for the student’s post-secondary preferences, strengths, and needs.

  • Education/Training
  • Employment
  • Independent   Living

Part 3: Rationale and Reflection

Provide a 500-750 word summary addressing the following:

  • Rationalize your PLAAFP, annual goals, and transition plan     choices, citing the CEC Code of Ethics.
  • Discuss and defend     the legal, ethical, and quality requirements related to the     management of confidential student information, such as the     information displayed within a PLAAFP or transition plan.
  • Reflect on how you will use the foundational knowledge and     current issue you have researched during the development of this     assignment to improve student learning in your future professional   practice.

Support your rational with 1-2 scholarly resources, in addition to   the CEC Code of Ethics.

College of Education (COE) program competencies and national     standards assessed in the benchmark assignment:

COE 3.8: 

Consider individual abilities, interests, learning environments,     and cultural and linguistic factors in the selection, development,     and adaptation of learning experiences for individual with     disabilities.  [CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1,     IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s),     9(h); GCU Mission Critical 2, 3, 4, 5]

COE 3.10: 

Develop and implement a variety of education and transition plans     for individuals with disabilities across a wide range of settings     and different learning experiences in collaboration with     individuals, families, and teams.  [CEC 5.5, ICSI.5.S8,     ICSI.5.S8, ICSI.5.S15, ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3,     IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC     7(b), 7(e); GCU Mission Critical 1, 2, 4, 5]

COE 5.1:

Reflect on practice in light of research on teaching, professional     ethics, and resources available for professional learning in order     to improve student learning. [ACEI 5.0; CEC 6.1, ICSI.6.K2,     ICSI.6.K4 ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5,     ICSI.6.S7, IGC.6.K4, IGC.6.K6, IGC.6.S2;  InTASC 9(l), 9(o);     GCU Mission Critical 2, 3, 4]

COE 5.4: 

Integrate foundational knowledge and current issues to inform     professional practice.  [CEC 6.2, ICSI.6.S1, ICSI.6.S2,     ICSI.6.S4, IGC.6.K1, IGC.6.K2, IGC.6.K3; InTASC 10(h); GCU Mission     Critical 1, 2, 4]

COE 5.8: 

Demonstrate legal, ethical, and quality requirements related to     the management of confidential student information.  [CEC     6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6;     InTASC 5(k); GCU Mission Critical 1, 2, 4, 5]

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