Introduction
The Individualized Education Program (IEP) reflecting on this female student will reveal her classification, recommended services, and goals for the incoming school year. Precisely at the outset, the most conspicuous data are the disability category, the guided special education and related services, and none of the 12-month services being recommended. The student’s classification needs to be stated in the IEP summary. On the other hand, developing a unique classroom environment means that such a condition is a significant disability that requires more assistance. The most prevalent disability types that make students eligible for special class placements are intellectual disability, autism spectrum disorder, multiple disabilities, and emotional disturbance. Without knowing which skills and in what way the student is deficient (a lack of skills) or less skilled than she is supposed to be (being below average), it is impossible to guess the specific type of learning disability. Despite this, it is evident that the IEP team agreed upon a particular class as the least restrictive environment for this student to receive academic instruction and grow academically. In terms of suggested services, this IEP drives provision for many facilities.
The student’s category has yet to be mentioned in the IEP summary. Even though a special class provision involves a more severe disability that requires higher support, it does not mean that the rest of the students are not challenged in any way. Besides intellectual disability, autism spectrum disorder, multiple disabilities, and emotional disturbance are the most common classifications that require particular class placement. A complete knowledge and understanding of the student’s capabilities, wants, and behaviors is necessary to guess her specific sub-type classification. However, the fact that the IEP team decided that the particular class was the least restrictive environment for the student to proceed with his education means that the student could make educational progress in this environment.
As the IEP goes, it addresses multiple suggested service areas (Bateman, 2017). This class provides a dedicated space with a student-teacher ratio generally lower than the average in the school and probably extra class aides and services. In this respect, related services, e.g., speech-language therapy, occupational therapy, physical therapy, and counseling, are also included. The multidisciplinary approach will ensure that the student gets services to help with delays in expressing themself, pencil-holding skills, considerable movement skills, sensory issues, and social-emotional development. The parent counseling that would be additionally provided will also be a crucial point, allowing for communication between home and school at all times. The intensive supportive services show that the IEP team considered the student and their issues and tried to resolve them.
What is also in this IEP is that it does not mention 12-month services. The IEP has yet to set up programs for July and August. The risk of regression in learning is a primary concern for families with several students with significant disabilities during the summer months. Nevertheless, the IEP team noted that an extended school year was not necessary as a regression prevention program. This implies that the pupil can apply the critical skills and habits of her IEP after the summer break. Thus, the twelve-month services are essential for some students. However, in this case, its exclusion shows the trust that this student can keep skills without summer programs. Looking at the current performance levels in this case would be very helpful to have more profound insights into the given decision. These will be presented to show the current levels of functioning in various areas and the reason behind the discontinuation of extended school-year services.
To further improve the sample IEP, it is necessary to review her present levels of performance and her measurable annual goals. At the current level, the areas of her functioning are academics, communication, motor skills, social-emotional skills, and independent living. This would assure the parents that the services and the supports suggested in the IEP are relevant. Furthermore, by helping the IEP team comprehend the team’s main goals for the year, the annual goals would shed more light on the student’s progress. Goals such as reading comprehension, pragmatic language, sensory regulation, and social skills would be time-specific and direct us to the student’s primary needs. In a nutshell, the extra information from the present levels and the yearly goals would result in a more elaborate grade for a given IEP.
The study will be thorough once the following questions are answered, strengthening the analysis. One of the crucial steps would be gathering information about her age, grade, and performance. It would help to determine her needs and this IEP’s goals. She could give us the details of her Special Education history, like when she was first classified and if she has been out of a particular class before. This would be helpful background information. Also, from the information about her social-emotional and behavioral functioning, the IEP team can accurately interpret the occupational therapy, physical therapy, and counseling supports. Lastly, recognizing the school and classroom environment makes sense in getting accurate particular class placement and related services. With these extra details, a more comprehensive review of the student’s growth within the IEP plan in terms of the utilization of the whole student’s potential can be done (Kurth et al.,2019).
Conclusion
Thus, the IEP gives a general outline of the student and the services and goals they require through this stage of their education, but more information would allow for a deeper assessment. The placement of particular classes and the appropriate related services indicates the need for the student to require intensive services. On the other hand, the absence of a 12-month provision is more like a sign of confidence that she can keep the skill with her during summer break. By examining the present levels, yearly goals, and other relevant data, a more in-depth analysis of how the IEP is designed to aid the student in making significant improvements will be possible. This IEP is a student-centered approach to implementing individualized instructional strategies, accommodations and modifications, and support. Adding extra information makes it feasible to specify further to what extent the app would support the student’s academic, social-emotional, communication, and functional development. This would result in the IEP effectiveness analysis as a whole. It wouldn’t be just based on a student’s strengths and needs; they are also unique.
References
Bateman, B. D. (2017). Individual education programs for children with disabilities. In Handbook of special education (pp. 87-104). Routledge.
Kurth, J. A., Ruppar, A. L., Toews, S. G., McCabe, K. M., McQueston, J. A., & Johnston, R. (2019). Considerations in placement decisions for students with extensive support needs: An analysis of LRE statements. Research and Practice for Persons with Severe Disabilities, 44(1), 3-19.
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