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Supporting Students with Strength-Based Focus through Individualized Education Plans

This session explores the use of Individualized Education Plans (IEPs) to enhance student support with a strength-based approach. Attendees will learn about the importance of person-first language when discussing students and how to leverage IEPs to identify and cultivate individual strengths while addressing specific needs. We will cover essential components of the IEP, including academic and functional performance, social and physical development, and management needs. Participants will engage in brainstorming sessions and discussions to improve support strategies and ensure meaningful progress in general education curriculums.

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Supporting Students with Strength-Based Focus through Individualized Education Plans

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Presentation Transcript

  1. Using the IEP to Support Students with a Strength-Based Focus Lee Ginenthal, ICSD Jenn Gondek, TST BOCES

  2. Session Targets: • Use person-first language when describing students. • Use the Individualized Education Plan (IEP) to support individual students’ strengths and needs.

  3. Individualized Education Plans I.E.P.

  4. Person-First Language

  5. Small Group Brainstorm: Based on this disability, what do you expect to see on the IEP and in the classroom?

  6. Share-Out

  7. Academic Achievement, Functional Performance, and Learning Characteristics • Social Development • Physical Development • Management Needs • A statement on the effect of these needs on his/her progress in the general education curriculum

  8. Read the PLEP Describe Matthew using a strength-based approach.

  9. How well? How will we know? When do we assess? What?

  10. Special Ed. Services Related Services Program Mod. and Accom. Supplementary Aids & Services Assistive Technology

  11. Testing Accommodations

  12. Testing Accommodations Flexible Setting Flexible Timing/ Scheduling Method of Presentation Method of Response

  13. Test passages, questions, items, and multiple choice responses read aloud to student • Scribe for writing • Directions read aloud • Language in directions simplified • Extended time • Reduce number of test items per page • A ten minute break for each 40 minute test period • Use of calculator • Test administered in a separate location • Test administered individually • Masks or markers to maintain place • Word processor used to type responses over 2 sentences. • Multiple choice answers recorded in test booklet.

  14. 3 Things you Learned 2 Questions you Have 1 suggestion for follow-up

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