1. Critical Question special education – iep
By: Christina Ferreira
ED REL 3051
2015

2. Agenda Opening Prayer How do we identify a student? What is an IEP?
Group Case Study
Learning For All
Round Table Discussion

3. Opening Prayer
Loving God, You called me to proclaim Your Word. I want to respond generously, but I feel so inadequate, so unsure of myself. I don’t have all the answers. Teach me to rely on your wisdom, to believe that you are there in every class I teach. Help me to understand that you can, and do, touch the hearts and minds of your children through me. Above all, make me wise enough to trust that the seeds of faith I have sown – with your help – Will someday blossom and grow in your children. Amen

4. How Do We Identify a Student?
For a teacher, IEP’s are all about knowing your learner
Document observations about the behaviour or learning patterns they display, the results of their assessments, how they work individually and with others, ask they student how they feel about the class, etc. Share these with the student’s guidance counsellor and VP before contacting parents/guardians
Diagnostic assessments and meetings held with student to see:
Where the learner is in their learning or behaviour
Where they need to go or focus energy on
How best to get their
If necessary, an IEP is written and put in place with correspondence of the team
The student, parents, teacher, VP, guidance counsellor
and in some cases, social workers, psychologists, doctors, to figure out how they best learn and how they can do better

5. What is an IEP? An IEP is an individual education plan
IEP’s are written plans describing the special education program or services a student requires in order to successfully achieve curriculum and/or learning expectations (ie. accommodations and/or modifications) that are age-appropriate
IEP’s stand as a record of a student’s specific knowledge, strengths/weaknesses, and growth in their courses
E.g. Use of a laptop to take notes, prompting student to get back to work, use of a calculator for complex problems, access to a resource room or library to write tests, creating different versions of a test or an assessment adjusted to the students skill levels (like simplified instructions, word banks), allowing for group or independent work and many more
As defined in the IEP Resource Guide 2004 . DPCDSB

6. What is an IEP?
Based on observations or identified causes. These causes can range from:
Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disability (MID) Multiple Exceptionalities Physical Disability Speech Impairment
The production and implementation of an IEP makes it a legal requirement to follow in the classroom
IEP’s are not just about making accommodations or modifications, but creating and achieving goals

7. Do you know your learner?
At your table groups, you are given a case study of a student. Some are identified students while some are not. Based on the study, determine what accommodations or modifications can be made in your classroom to ensure your student can meet learning and curriculum expectations.

8. Accommodation/Modification Suggestions
Brittany
Use of computer to take notes in class
A scribe
Graphic organizers for notes and studying
Visual/creative assignment options
Teacher prompts/check-ins to stay on task
Trevor
Complete assessment in special education or resource room
Teacher cues as a reminder to focus on task
Extra time to complete assessments
Explain instructions one-on-one in a simplified manner
Sabrina
Use of computer and spell check to take notes and complete assignments
Complete assessments in school’s resource room/library
Teacher or assistant reading questions/instru-ctions out loud
Extra time to look over her work
Peer/teacher proofreading

9. The Student Has Been Identified... Now What?
We now know we should implement their IEP recommendations, resources, and accommodations/modifications in our class
All students should feel like they belong in the class
The student is not just going to succeed if you follow their IEP.

10. Learning For All Learning For All is a ministry document that
outlines how teachers can deliver courses
that benefit all students

11. Learning For All
Students learn best when the instruction, learning environment, and resources are suited around their strengths, interests, and readiness, much like an IEP sets to accomplish (pg. 8)

12. Learning For All
Our students are diverse. As such, we need to create our courses so that we can reach each student
Universal Design for Learning & Differentiated Instruction
UDL refers to making the curriculum accessible for all students; teachers have to create a class profile based on observations, past records, etc; make all lessons inclusive and engaging for learners
DI addresses specific strengths, interests, learning styles, and readiness; providing alternative assessments and activities while still challenging the student

13. Learning For All
By having UDL and DI in mind, teachers will be able to really know their class and provide the best environment and interventions, if necessary.
By following these tiers, a teacher can develop a greater understanding of their class as a whole and students independently, identifying those who require special educational needs. By providing for all students, IEPs become less of a mystery. BE AWARE!

14. Round Table Discussion
What are the advantages / disadvantages of having an IEP?
As a teacher, how can you ensure your identified students are progressing in your class and their skills?