1 / 7

The role of the classroom teacher in the IEP process

The role of the classroom teacher in the IEP process. From: Johns, B & Crowley, EP (2005).Students with Disabilities and General Education: A desktop Reference for School Personnel. Horsham, PA: LRP Publications. Chapter 6. The Intent of IDEA and the IEP process.

drea
Télécharger la présentation

The role of the classroom teacher in the IEP process

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The role of the classroom teacher in the IEP process From: Johns, B & Crowley, EP (2005).Students with Disabilities and General Education: A desktop Reference for School Personnel. Horsham, PA: LRP Publications. Chapter 6.

  2. The Intent of IDEA and the IEP process At least one general education teacher should be an active participant in the IEP process.

  3. The development of the IEP • Each student’s strengths and needs are assessed and considered by a team of professionals, the parents, and sometimes the student • Schools use the IEP to guide their provision for services; and parents use it to track whether a student is receiving services and meeting their goals.

  4. The IEP • Some school districts provide each teacher with a copy of the full IEP. • Other schools provide only the page that deals with strengths, weaknesses, goals/objectives, and accommodations/modifications • Other schools provide a one page summary of the strengths, weaknesses, goals and accommodations

  5. Present level of academic achievement and performance Assessments given Strengths Deficits Needs Possible goals Possible accommodations for instruction and assessment What accommodations have been successful and unsuccessful Abilities for statewide assessment General Ed Teacher’s questions to consider for the IEP process: What are the student’s…

  6. Behavioral challenges Reinforcers Interests Possible transition plan for after school Needs for placement Needs for specific related services Needs for supplementary aides and services Needs for support for the teacher Other… General Ed Teacher’s questions to consider for the IEP process: What are the student’s…(cont)

  7. Preparation for the IEP meeting • Remember to be prepared • Be an active member of the team

More Related