Introduction
Individualized education plans (IEPs) as legal documents are very important for the students who are receiving special education services. IEP is a document that is used to define the current academic performance of a student, goals for academic growth academically, accommodations, services, and placement of the student according to their disability. This paper focuses on explaining a model IEP for a middle-school student named Sam, who is eligible for special education services pursuant to the Other Health Impairment (OHI) category that includes Attention Deficit/Hyperactivity Disorder (ADHD). Analyzing the critical components of Sam’s IEP, such as present levels of performance, goals, accommodations, services, and placement options, will be the main tenet of the paper.
Present academic achievement and functional performance levels now.
Necessitating IDEA provisions, an IEP should outline the student’s current level of performance in academics and function based on objective evaluations (Harmon et al., 2020). Sam is assessed through the core subjects testing that show he is reading at a 5th-grade level, and he has the most trouble with reading comprehension. Sam’s expressive abilities are average for his grade level, but he often does not use the outlining, drafting, and revising steps necessary. Therefore, he needs to complete these steps. Sam can do math really well, and he can do the computations, but he needs help with word problems and explaining.
Sam’s ADHD influences the areas of concentration, organization, efficiency, and social skills. Sam needs help with concentration in class, which contributes to a lower understanding and fewer assignments. He may have only some of the materials he might need and has difficulties working on long-term projects. Impulsivity not only causes social disruptions with friends but also contributes to relationship conflicts. In contrast, Sam has more profound learning through practical work, and he participates in activities that engage the content. That is why taking down Sam’s current levels of mastery is essential in order to list the areas that should be bolstered through tailored instruction and support.
Measurable Annual Goals
The IEP must identify measurable annual targets consistent with the description of the peculiarities of the student mentioned above ( Reynoso, 2022). The main point of the correct goals is that students with disabilities need to get the special instruction that they need, and it must be tailored to their particular needs. As explained by IDEA, annual goals should be precise and measurable, use quantitative objectives, and stick to general education coursework. They are the main tool used in creating the individual education plan outline in the following sections of the IEP document.
For Sam, his IEP team is going to establish some precise, goal-oriented goals that will focus on the academic and functional delays that ADHD causes. For instance, I would set academic goals that would make his reading skills to be between 7th and 5th-grade levels as measured by a standard reading inventory. This involves improving the ability to make inferences, analyze text features, and make connections across different passages of reading materials. The other objective I would achieve is to solve multi-step word problems that cover a variety of math concepts at 70% correct by the end of the IEP period. This stresses the development of the thinking habit of being attentive to details and solving different problems.
In addition to the targets mentioned above, executive functioning skills must also be considered since these skills are affected by ADHD in Sam. A SMART goal could be the ability to concentrate on classwork independently and actively participate in class for 20 minutes at a time per class period, using encouragement prompts and breaks as necessary( Yean,2019). Apart from this, goals for long-term projects, materials organization, and social skills development are also part of the IEP, recognizing his present levels.
In addition to the academic and functional aims, these will be the foundation on which the plan of action will be built. Besides, it will help with tracking the progress through data analysis. These are then revisited and updated annually. Effectual goals are the map to the success of special education students.
Accommodations
Accommodations are a way of dividing the educational process into parts so that the students receive the same instructions and assessments without changing the level of expectations. For Sam, the IEP must suggest extra time on homework and tests, frequent breaks, preferential seating, reduced distractions, access to fidget tools, refocusing cues, notes/outlines from teachers, and small/separate testing. Accommodations customize the environment, materials, frequency, and conditioning to neutralize the effects of Sam’s ADHD on his academic performance. The provision of these additions is a central aspect of Sam’s success in the field.
Special Education Services
Furthermore, Sam needs specialized teaching following the particularities of his reading deficits and the executive function difficulties that arise due to ADHD (Benzing & Schmidt, 2019). Sarah’s IEP provides 120 minutes of individualized reading intervention services per week to help with reading comprehension and to bring his skills to grade level. This will be achieved by using research-based structured literacy programs that are tailored to his needs.
The IEP further indicates that Sam will meet a special education teacher or school psychologist for 30 minutes weekly to put in place organizational systems, time management, and other study skills that will work for Sam’s IEP goals, which include the ability to complete assignments and long-term projects. Combined, the specific academic and behavioral assistance furnishes the kind and level of individual scaffolding that Sam requires in order to show the intended progress in terms of his IEP goals. In order to have an effective plan of services, Sam’s presenting needs, as summarized in his (present-level statement), the measurable goals for his growth, and services specially designed to meet these goals must have a close alignment. This is the basis of an effective IEP, which is a framework for a successful plan of action.
Educational Placement
Sam’s IEP stipulates that he is to be educated in the inclusive general education classroom for the greater part of his school day, thus being exposed to the same learning environment as his non-disabled peers. But, Sam needs to be taught by an expert who can give him personalized lessons tailored to his ADHD-related academic and practical needs. His IEP specifies that these services are provided at times when they are least disruptive to fundamental content classes.
Not only that, but the IEP also allocates Sam to Sheltered classes for non-academic subjects, including art, music, and physical education, where class sizes are small, and the environment is adapted to support students with disabilities using methods such as sensory integration. Overall, Sam is in need of a combined program that incorporates differentiated teaching with individualized instruction in the least restrictive environment so that he may accomplish the goals of his IEP and access the curriculum.
Conclusion
In summary, Sam’s hypothetical IEP serves as a blueprint that should be adhered to in order to have the legal force of any IEP. It contributes to the creation of a comprehensive picture of Sam’s current level of functioning, states the measurable objectives of his progress, describes the required auxiliary services, mentions the special services he requires, and determines the educational setting. Through the detailed implementation of Sam’s IEP, he will be able to navigate the difficulties of ADHD and will be provided with the customized support and teaching he needs in order to succeed. This is a testament to how a well-drawn IEP makes the players fit into a single structure.
References
Benzing, V., & Schmidt, M. (2019). The effect of exergaming on executive functions in children with ADHD: A randomized clinical trial. Scandinavian journal of medicine & science in sports, 29(8), 1243-1253.
Harmon, S., Street, M., Bateman, D., & Yell, M. L. (2020). Developing present levels of academic achievement and functional performance statements for IEPs. TEACHING Exceptional Children, 52(5), 320-332.
Reynoso, R. A. (2022). What Do IEPs Tell Us About Mathematics Accommodations for the Least Restrictive Environment? (Doctoral dissertation, Concordia University Irvine).
Yean, L. S. (2019). Promoting active learning and independent learning among primary school students using flipped classrooms. International Journal of Education, 4(30), 324-341.
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