Public Law 94-142 – Possible Answers
It is very important that all students are provided with the opportunity to learn and grow in our educational systems. It is evident that all students do not learn and grow academically at the same rate. Therefore, it becomes necessary to implement different learning plans and strategies to help them to acquire their needed skills. Many classrooms have included differientiation strategies into their educational programs as a means of maximizing student learning . The implementation of new and different strategies is important as educators strive to meet the academic needs of students with disabilities. Students with disabilities are to be provided with the same opportunities to learn and grow academically as other students (Essex, 2012).
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These students have specific rights that are outlined in the Individuals with Disabilities Education Act (IDEA) that was established in 1990 (Essex, 2012). The Individuals with Disabilities Education Act is divided into four parts of legislation that assures that students with disabilities are provided with Free Appropriate Public Education (FAPE) that is tailored to their individual needs (Essex, 2012). This means that educators must test these students to identify their specific areas of weakness and provide instruction to meet their needs. The law provides a safeguard for students with disabilities to be treated equally as students without disabilities.
Public Law 94-142 is one of these laws that supports students with disabilities being provided an education in a regular school environment that is least restrictive (Exploring Rights of Students with Disabilities). Also included with this law is the Individuals with Disabilities Education Improvement Act of 2004 which is considered as Public Law 108-
INDIVIDUAL EDUCATION PLAN 3
446 (Essex,2012). As well as elements of the laws included in the No Child Left Behind Act (Essex, 2012).
Individual Education …show more content…
Plan After the determination of the students’ needs as a disabled student, a committee needs to be formed to adequately discuss the needs of the individual student. The next step is to establish a plan of action that is geared to meeting the specific needs of the student. This plan can include pull out services (where the disabled student will be placed in a classroom or resource room with a special education teacher for skill development) or push in services (where a special education teacher will provide services in the regular classroom in an inclusion model) (Patterson, 2005). This plan becomes the cornerstone of the student’s educational program ((Honig v. Doe, 484 U.S. 305, 311, 1988). The plan will outline specific learning outcomes and objectives. The committee therefore, must be equipped with professionals that can generate specific learning goals for the student that take place in a least restrictive environment (Essex,2012). The committee usually consists of the classroom teacher, school psychologist, administrative staff member, special education teacher, parent and any other needed professionals (Essex, 2012). The sole purpose of the committee is to generate a learning plan to meet the identified student’s academic needs.
Possible Questions As a member of the Individual Education Team it is important to consider the needs of the individual student that has been brought before the committee.
Some questions that the team
INDIVIDUAL EDUCATION PLAN 4 should discuss are: What is the specific disability of the student? What techniques or strategies will be used to help the student learn the designated skills? Who will be assigned to monitor the activities? Who will oversee and monitor the plan? Will the services be administered in a special education setting or an inclusive setting? What will be the plan’s duration? Who will be responsible for notifying the parents of the plan and the plan’s implementation?
What technique will be used to monitor the plan? Will the team use visual observation or checklist? Who will be the point person for any parent concerns? and Who will determine if additional services or outside resources will be included in the plan? The team should also discuss if the special education teacher is to provide services in an inclusive setting or in the teacher’s classroom.
Legal and Binding The creation of the plan is a legal and binding document and therefore, must be fully executed by the team and monitored for implementation (Exploring Rights of Students with Disabilities). The plan is to be monitored by all the committee members. The
Individual
Education Plan will list dates and times for follow up meetings to review the plan’s accuracy in meeting the needs of the identified student. The plan can be adjusted as needed to meet the students’ needs as long as the committee meets and agrees on the changes. Also, the plan has an established date that in a year an Individual Education Plan team will to come back together and meet to formally discuss the results of the implemented plan.
These students have specific rights that are outlined in the Individuals with Disabilities Education Act (IDEA) that was established in 1990 (Essex, 2012). The Individuals with Disabilities Education Act is divided into four parts of legislation that assures that students with disabilities are provided with Free Appropriate Public Education (FAPE) that is tailored to their individual needs (Essex, 2012). This means that educators must test these students to identify their specific areas of weakness and provide instruction to meet their needs. The law provides a safeguard for students with disabilities to be treated equally as students without disabilities.
Public Law 94-142 is one of these laws that supports students with disabilities being provided an education in a regular school environment that is least restrictive (Exploring Rights of Students with Disabilities). Also included with this law is the Individuals with Disabilities Education Improvement Act of 2004 which is considered as Public Law 108-
INDIVIDUAL EDUCATION PLAN 3
446 (Essex,2012). As well as elements of the laws included in the No Child Left Behind Act (Essex, 2012).
Individual Education …show more content…
Plan After the determination of the students’ needs as a disabled student, a committee needs to be formed to adequately discuss the needs of the individual student. The next step is to establish a plan of action that is geared to meeting the specific needs of the student. This plan can include pull out services (where the disabled student will be placed in a classroom or resource room with a special education teacher for skill development) or push in services (where a special education teacher will provide services in the regular classroom in an inclusion model) (Patterson, 2005). This plan becomes the cornerstone of the student’s educational program ((Honig v. Doe, 484 U.S. 305, 311, 1988). The plan will outline specific learning outcomes and objectives. The committee therefore, must be equipped with professionals that can generate specific learning goals for the student that take place in a least restrictive environment (Essex,2012). The committee usually consists of the classroom teacher, school psychologist, administrative staff member, special education teacher, parent and any other needed professionals (Essex, 2012). The sole purpose of the committee is to generate a learning plan to meet the identified student’s academic needs.
Possible Questions As a member of the Individual Education Team it is important to consider the needs of the individual student that has been brought before the committee.
Some questions that the team
INDIVIDUAL EDUCATION PLAN 4 should discuss are: What is the specific disability of the student? What techniques or strategies will be used to help the student learn the designated skills? Who will be assigned to monitor the activities? Who will oversee and monitor the plan? Will the services be administered in a special education setting or an inclusive setting? What will be the plan’s duration? Who will be responsible for notifying the parents of the plan and the plan’s implementation?
What technique will be used to monitor the plan? Will the team use visual observation or checklist? Who will be the point person for any parent concerns? and Who will determine if additional services or outside resources will be included in the plan? The team should also discuss if the special education teacher is to provide services in an inclusive setting or in the teacher’s classroom.
Legal and Binding The creation of the plan is a legal and binding document and therefore, must be fully executed by the team and monitored for implementation (Exploring Rights of Students with Disabilities). The plan is to be monitored by all the committee members. The
Individual
Education Plan will list dates and times for follow up meetings to review the plan’s accuracy in meeting the needs of the identified student. The plan can be adjusted as needed to meet the students’ needs as long as the committee meets and agrees on the changes. Also, the plan has an established date that in a year an Individual Education Plan team will to come back together and meet to formally discuss the results of the implemented plan.