Special Education and IEP’s June 2, 2008

Special Education & IEP’s

Melissa Baier

Instructor: Marie Browski

June 2, 2008
 Special Education and IEP’s June 2, 2008

Outline

Thesis: In this research, you will see how the IEP has

impacted Special education.

I. The Introduction of Special Education and IEP’S

II. The investigation of Special Education and IEP’S

III. Literature Review of Effects of Go 4 It…Now!

IV. Studies of IEP’S and It’s Use in Special Education

V. In Depth Discussion of the Study of the IEP

VI.Summarization of Special Education and IEP’S

VII.Appendix

A. Short Form 1 of IEP

B. Graph 1 of Average Mean of Scores

VIII.Annotated Bibliography
 Special Education and IEP’s June 2, 2008

The subject that I am writing about is Special Education and

IEP’s (Individualized Education Program), because the use of the

IEP is a tool that is designed to have a certain set plan for each

student that is in Special Education. In this paper I will go in

depth about the studies of the IEP’s and show the progress of

students in these studies. Also I will provide a sample of the

actual IEP form itself (See Appendix Short Form 1 of the IEP.) In

this research, you will see how the IEP has impacted Special

education. “Once IEP objectives have well established

foundations in state standards, implementation and instruction

in least restrictive settings…(Lynch, Sharon and Adams, Paula).”

In the investigating of the use of IEP’s in Special Education, I

have found that it has helped most students. With the use of the

IEP in Special Education,”that way it allows for early intervention

without waiting for students to fail before providing necessary

services and support (Casey, Baylot Laura et al.).” So by having

an early intervention, this will allow the student to be able to

advance in their education at their own pace. This will also

prevent the student from failing and with the IEP being in Special

Education, this will help the student to reach their goals. “ If a

 Special Education and IEP’s June 2, 2008

parent would prefer to have an annual IEP, the law continues to

guarantee that right( Boehner, John).” Also they can have a 3

year IEP instead of an annual. I think that having the IEP is a

great tool to have.

In, Effects of Go 4 it…Now; is based on a study of 2 different

groups of students, which one group of students were in middle

school. The students were in grades 5 through 8, which were in

special resource classes. The other group of students was in

grades 6 through 8. One teacher had a master’s degree in special

education. Teacher 2 had her license in elementary education

and only had an emergency license in special education. Also

teacher 3 only had her license in LD (Learning Disabilities).

Teacher 4 had an emergency license in special education. All of

the teachers had 2 hours of training to learn how to implement

the lessons. Another study was done in Wisconsin and “the

purpose of this investigation was to understand the variables that

influence teachers’ regarding one state’s alternate assessment

process and results (Roach, Andrew T. et al.).” There were great

significant findings in these groups of students. (Paraphrased-

Konrad, Moira and Test, David T.)

 Special Education and IEP’s June 2, 2008

The findings show that there was a slight improvement, but

they maintained their goals during the intervention. But for the

case of Anna, “the hearing officer reviewed the IEP and concluded

it was not appropriate… (Bateman, David F. ).” The findings show

that there is a variable in these investigations. However, in

Wisconsin; “by contributing to our understanding of the variables

that influence teacher satisfaction with one state’s alternate

assessment, this investigation provides direction for designing

professional development programs… (Roach, Andrew T. et al).”

In class 1, the three students in this class, baseline scores

ranged from 1 to 5, with a mean of 2.8. Overall, they had an

improvement; but there was an indication of an ascending trend

following the intervention. Class 2, they had an average mean of

1.8. One student Sid didn’t reach his goal. Class 3, they had a

mean of 1.6, and some students had a slightly higher scores. Also

in class 4, their mean was higher than any other class; they had a

mean of 4.3. So in this class they achieved their goals, but

maintained their gains. So looking at this study, the one class

that showed overall improvement was in class 4. That is including

the instructions that were given, as well as; the post-intervention

 Special Education and IEP’s June 2, 2008

of the use of the IEP. Even though, there was a variable of the

teachers that had different teaching licenses. It shows that if you

have the right teacher and the use of the IEP, there would be a

great improvement in the child’s education (Paraphrased- Konrad,

Moira and Test, David W.). See also the appendix of the Average

Mean of is study, Chart 1. Information is based on Effects of Go 4

It…Now!

In conclusion, this paper is about how the study of the use of

the IEP in Special Education. Mainly what the study has showed

that there is a slight difference of scores in each class and it also

shows that the variable had an effect on the outcome as well. It

also shows that the IEP is a good tool to have. It shows in this

paper of the different scores that were attained in each class.

Overall, this paper is about how the IEP is used in Special

Education and how the scores vary from student to student.

Special Education and IEP’s June 2, 2008

Appendix
 Special Education and IEP’s June 2, 2008

Short Form 1 of the IEP

Individualized Education Program

School District

Street Address

City, State and Zip Code

Telephone Number

Student Name: Date of Birth: / / Age:

Disability Classification:

Street: Telephone:

City: County of Residence:

Zip: Male ( ) Female( )

Student ID#: Native Language of Student:

 Special Education and IEP’s June 2, 2008

Current Instructional Interpreter for Student Needed:

Grade/Grade Equivalent: Yes() No ()

Racial/Ethnic Group of Student: If yes, specify language:

Medical Alerts: Surrogate Parent Needed: Yes()

No()

Other Information:

Date of initial referral: / /

Date initial consent for evaluation received: / /

Date of IEP meeting to determine initial eligibility: / /

Date of Committee on Special Education(CSE) Meeting to Develop

this IEP: / /

Type of Meeting:

[ ] Initial []Requested Review [ ] Annual Review [ ] Reevaluation

[ ]_________________

Date IEP is to be Implemented: / /

Projected Date of Next Review: / /

Projected Date of Reevaluation Meeting: / /

 Special Education and IEP’s June 2, 2008

Present Levels of Academic Achievement, Functional Performance

and Individual Needs

Current functioning and individual needs in consideration of:

• The results of the initial or most recent evaluation, the

student’s strengths, the concerns of the parents, the results

of the student’s performance on any State or district-wide

assessment programs;

• The student’s needs related to communication, behavior, use

of Braille, assistive technology, limited English proficiency;

• How the student’s disability affects involvement and

progress in the general curriculum; and

• The student’s needs as they relate to transition from school

to post-school activities for students beginning with the first

IEP to be in effect when the student turns age 15(and

younger if deemed appropriate).

Transcript Information-

Secondary Students Only

Diploma Credits Earned: Expected Date of High School

Completion: / /
 Special Education and IEP’s June 2, 2008

Commencement-level State Projected # years to graduate:

Tests Passed: Expected Diploma:

Academic Achievement, Functional Performance and Learning

Characteristics:
Current levels of knowledge and development in subject and skill

areas, including activities of daily living, level of intellectual

functioning, adaptive behavior, expected rate of progress in

acquiring skills and information and learning style.

Social Development:

The degree and quality of the student’s relationships with peers

and adults, feelings about self and social adjustment to school

and community environments.

Physical Development:

The degree or quality of the student’s motor and sensory

development, health, vitality and physical skills or limitations that

 Special Education and IEP’s June 2, 2008

pertain to the learning process.

www.vesid.nysed.gov/specialed/publications/policy/iep/schoolagei

ep.htm)

Graph 1 Average Mean of Scores

12

10
8
Class 4
6 Class 3
4 Class 2
Class 1
2

0
 Special Education and IEP’s June 2, 2008

Annotated Bibliography

Bateman, David F. Compensatory Education Case Study Teaching

Exceptional Children Reston Jul/Aug. 2007 Vol. 39, Issue 6, Pg. 62.

Bateman wrote that the District developed an individualized education

program for Anna. He also stated that the parents of the child rejected the

program and they requested a due process hearing. He stated that the IEP

lacked objective measurement of functioning.

Boehner, John The Improving Education Results for Children with Disabilities

Act: Separating Fact From Fiction. March 16, 2004.

 Special Education and IEP’s June 2, 2008

http://republicans.edlabor.house.gov/archive/issues/108th/education/idea/fac

tvsfiction.htm

Boehner states that a proposal of an IEP to be for 3 years, which could

be an option for the parents. If a parent preferred it for 1 year, they could go

back to it without waiting the 3 years to begin the 1 year program.

Casey, Baylot Laura et al. A Much Delayed Response to a Nation at Risk:

Recent Innovations in General and Special Education. Phi Delta Kappan

Bloomington: Apr. 2008 Vol. 89, Issue 8; Pg. 593.

They wrote that there was controversy and confusion over the use of

the standardized test to make the decision in special education. They also

stated that a search for alternative kinds of assessments for identifying

students for special education has emerged.

Konrad, Moira and Test, David W. Effects of Go 4 IT…Now! Strategy

Instruction on the Written IEP Goal Articulation and Paragraph-Writing Skills

of Middle School Students with Disabilities. Remedial and Special Education.

Austin: Sept/ Oct. 2007 Vol. 28, Issue 5; Pg. 277.

They wrote how the current standards-based reform movement, which

emphasizes teaching academic skills to all students. They also wrote about

the effects of an intervention. It also shows a functional relationship between

instruction and goals of writing.

 Special Education and IEP’s June 2, 2008

Lynch, Sharon and Adams, Paula Developing Standards-Based Individualized

Education Program Objectives for Students with Significant Needs. Teaching

Exceptional Children. Reston: Jan/Feb. 2008 Vol. 40, Issue 3; Pg. 36.

They wrote that once the IEP objectives have an established foundation

in all aspects. They also wrote about how the IEP requires goals and

objectives that reflect the individual needs as well as general curriculum

standards.

Roach, Andrew T., Elliot, Stephen N.; and Berndt, Sandra Teacher Perceptions

and the Consequential Validity of an Alternate Assessment for Students with

Significant Cognitive Disabilities. Journal of Disability Policy Studies. Austin:

Winter 2007 Vol. 18, Issue 3; Pg. 168.

They wrote about how the investigation of the variables influences

teachers’ perceptions regarding one state’s alternate assessment process

and results. They also wrote about the prevalence of disabilities and the

compliance of the evaluations.

School-Age Individualized Education Program

www.vesid.nysed.gov/specialed/publications/policy/iep/schoolageiep.htm

Basically it shows what is on the actual form of the IEP. The form asks

about what kind of disability that the student has. What kind of social and

physical development that the students have.