Strengths And Weaknesses Of The Iep

: The purpose of an IEP is to meet the child's needs based on the child's development rather than predetermined expectations based on grade level. The IEP takes both strengths and challenges into consideration, using a child's strengths to improve his or her challenges. The IEP Team must determine the proper placement for a child using the environment that is the least restrictive possible. A child is pulled out of a regular classroom and put in another environment only when absolutely necessary for the child's education. Any time spent outside the regular education classroom must be explained in the IEP. NEW expectations than before, it’s like you are skipping three or four grades ahead, which a rare few can do and I’m years behind my class,
because I have been held back twice, and the bullying by teachers and kids alike. Like this, (the principal at the time said) I would to see the students to look after each other. Could you be clearer on that?
With fights broke out daily, with trash being thrown on the ground. IEPs are required to include certain information including, but not limited to, the child's current level of performance, goals, accommodations, modification, services, and least restriction environment explanations. They would ever call me a liar for asking for books (because it was in the IEP) or study guides for tests. They wouldn’t even modify the tests, which have it read to and/or have two answers choose instead of four. As you can see they're not really taking the responsibility for your child receives special education services, they must have an Individualized Education Program (IEP). Dropping grades, too much to learn, being thrown at you at once, and the homework was never clear, School wasn’t encouraging, no primary reinforcer (rewards), just punishments/a lot of yelling. No adult was ever on the same page. Some of a student's educational needs may be met using accommodations. Accommodations are typically provided by general educators within the general education environment. Accommodations do not involve modifying the material content but do allow students to receive information or to demonstrate what they have learned in ways that work around their impairment, thereby minimizing the likelihood of a significant
disability. For example, a child may complete fewer/different parts of a homework assignment or an assessment than other students. They may also write shorter papers or be given different projects and assignments in replacement of the original task. Accommodations may also include such provisions as preferential seating, providing photocopies of teacher notes, giving oral rather than written quizzes, extended time for tests and assignments, use of a word processor or laptop, taking tests in a quiet room, prompts and reminders for focus, breaks for sensory needs, and assistance with specific subject areas. Modifications in the curriculum can occur if a student needs to learn material that the class has moved on from, like working on exponents while the class is moving on to applying them in the order of operations. They also may occur in grading rubrics, where a student with an IEP may be assessed on different standards than other students. Another setting option is a separate classroom. When students spend less than 40 percent of their day in the general education class, they are said to be placed in a separate class. Students are allowed to work in small, highly structured settings with a special education teacher. Students in the separate class may be working at different academic levels. Other settings include separate schools and residential facilities. Students in these settings receive highly specialized training to address both special learning and behavioral needs. The students will acquire both academic and life skills instruction. These schools have the highest degree of structure, routine, and consistency.