1. Individualized Education Programs (IEP)
Prepared by:
Cicilia Evi GradDiplSc., M. Psi

2. Characteristics
To help individuals with disabilities to achieve their potential and reach their dreams of happy and productive lives (age 3-21 years)
Some programs are very unique  teach personal independence and community presences
Some are in need of support and accommodation in general classes

3. What is IEP?
A tailor-made program to make a difference in the life of people with disabilities
Goals  high, yet realistic  let them participate in the community, have meaningful careers, independence and maximal achievement
The heart of education process to support successful school experience

4. How to Help Them? High-Quality General Education
Universal Design for Learning
Differential Instruction
Instructional Accommodations and Modifications
Assistive Technology
Individualized Data-Based Interventions and Services

5. High-Quality General Education
An effective general education program is the foundation for positive special education services, because it:
Uses data-based instructional procedures
Supports students who struggle
Prevents unnecessary referrals
Welcomes students with disabilities
Provides access to the general education curriculum
Follows through with individualized plans and interventions

6. Universal Design for Learning
Provide people with disabilities greater access to the community and the workplace, by removing or reducing barriers found in the environment
Also provide universal benefit to others
Door  turning or push down?
Curb cuts  wheelchairs, baby cart, trolley
E-books!

8. Differential Instruction
Help students to master the same materials, with differentiated instruction  match their different learning needs, preferences and styles
Four different ways (p. 37):
Instructional activities
Instructional content
Instructional delivery
Instructional materials

9. Instructional Accommodations and Modifications
Accommodations  supports to compensate for disabilities (enlarged text, interpreter, audio books, braille, no extraneous details, word processors)
Modifications  adjustments to assignments or tests (timing, formatting, setting, scheduling, response or presentation)  photo reports to replace written reports

10. Assistive Technology
Both equipment and special-education services Low tech and high tech (p. 38)

11. Individualized Data-Based Interventions and Services
Traditional view  low expectations, locking students into general curriculum that prohibits them to excel
When previous steps are done accordingly and get the needed supports from others (parents, educators, school leaders)  students will excel!

12. Settings, Services, Personnel
Inclusive  providing a free appropriate education in a setting that guarantee opportunities for full participation
Models for Inclusive Special Education  Continuum of services, including (p. 40):
Pull-in programs
Co-teaching
Collaboration

13. Settings, Services, Personnel (2)
Intensive and sustained services and supports  must be balance in special education
Monitor students’ progress daily  to ensure they continue learning at a sufficient pace
Common  they perform sporadically, needing additional intensive services, more accommodations, or new support from time to time

14. Settings, Services, Personnel (3)
Setting and Grouping Options (p. 41)  no single setting or grouping that can comprises an appropriate education
Over half of students with disabilities spend 80% of their school day in general classroom
Pull-out programs  intensive instruction, supports, tutoring, and assistance
Make no assumptions on what is ‘right’
Students’ age

15. Settings, Services, Personnel (4)
Grouping options  rarely grouped the students with the same disability label
It is noncategorical or cross-categorical special education  which delivered according to students’ needs

16. Related Services and Providers
Commonly used  speech therapy, physical therapy and assistive technology
Table 2.3 p. 44
May include  those who provide AT, audiology, occupational therapy, physical therapy, school health services, speech/language therapy and other services needed by students

17. High Qualified Special Educators
Their jobs are important and complex
At the heart of educational experiences
Skills needed  in-depth knowledge in making accommodations, differentiating instruction, implementing validated practices, monitoring students’ progress and ensuring the students receive appropriate education (p )
To be highly qualified in every core academic subjects they teach  math, science, history

18. IEP Steps
Prereferral
Begins in general classroom  to determine student’s eligibility for spec edu services
Multitiered approaches  provide levels of more and more intensive services to prevent or intervene early
Target  students not learning at sufficient rate or unable to meet expected behavioral norm
Not because of poor teaching or language problems

20. IEP Steps
2. Referral
Come from parents, social service agency, public health nurses, day-care professionals, doctor
For children at-risk  prenatal condition, low birthweight, fam history, accident or trauma, child abuse
Visible disabilities, infant screening or signals of developmental delay  infancy/preschool years
Elementary/sec  behind their classmates

23. IEP Steps 3. Identification
to determine whether the students have disability, whether they need education service and kind of services needed
School psychologist, teacher, educational diagnostician, psychometrician
Older students  transition services
Data collection  to develop students profile  interview, formal/less formal assessment

25. IEP Steps
4. Eligibility
Includes battery of tests and conducted by evaluation experts
IQ tragedy in Indonesia!
Concerning issue  overpresentation of cultural and linguistic diversity

28. IEP Steps 5. Development of IEP
develop the actual plan + behavioral plan (if needed)
Parents, students (if appropriate) and education professionals
Identify resources needed in general education classroom, appropriate goals for improvement, and design a good education program

30. IEP Steps 6. Implementation of IEP
Appropriate education, extension of participation, accommodations and mutidisciplinary services
Alternate assessment needed if the goal is different than general classroom
Major and minor adjustments needed  such as?

31. IEP Steps 7. Evaluation and Reviews
Evaluation made daily or weekly  as the base of annually or every 3 years IEP evaluation
To ensure that students are meeting their goals and making educational progress
Educators are careful to describe expectations for tasks and skills the student needs to learn in specific time

32. Discussion
Answer the questions on P. 55 P