chapter 5: individualized education programs
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PED 383: Adapted Physical Education Dr. Johnson. Chapter 5: Individualized Education Programs. Types of Plans. Who needs them? Students with Disabilities Students with Unique needs Individualized Education Plans (IEP) Individualized Family Service Plan (IFSP) - PowerPoint PPT PresentationTRANSCRIPT
Chapter 5:Individualized
Education Programs
PED 383: Adapted Physical EducationDr. Johnson
Types of Plans
Who needs them? Students with Disabilities Students with Unique needs
Individualized Education Plans (IEP) Individualized Family Service Plan
(IFSP) Section 504 Accommodation Plan
IEP
“Heart of IDEA”
Comprehensive written document used to describe the process of providing services and the detail of what those services include.
Jobs of an IEP
Jobs of IEP Describes current level of achievement
and functional promise Identifies measureable annual goals Lists the types, frequencies and
durations of educational services to be provided to meet personalized goals.
Teams provide IEP’s for those 3-21 years old.
Early Childhood (before school)
Section 504 disability act accommodations For those not eligible for special
education▪ HIV / AIDS▪ Asthma▪ Seizure disorder▪ Diabetes▪ ADHD▪ Mild physical or learning disabilities
Special needs other than disability
Recovering from injury Recovery from noncommunicable
diseases Overweight / obese Low skill levels Deficient levels of physical fitness
May still need a PE IEP.
Components of an IEP
1. Statement of present level of academic achievement and functional performance.
2. Statement of measureable academic and functional annual goals.
3. Measuring and Reporting Progress to parents.
4. Statement of special Education and Related Services and Supplementary aids and services.
Components of an IEP cont.
5. Statement of participation in Regular Settings and Activities
6. Statement of Alternate Assessment Accommodations.
7. Schedule of Services and Modification
8. Transition Services 9. Transfer of Rights at age of
Majority
Statement of Present Level of Academic Achievement and
Functional Performance. Where they currently are How the disability affects their involvement and progress in
general education curriculum. Establishes baseline educational abilities. All relevant information is included
Evaluations▪ Determine if they have a disability▪ Determine the educational needs
Background information Should be …
Data based Objective Observable Measureable
Should state what the student CAN do, as well as CAN NOT do. Should not require additional information that is not included.
Statement of Measureable Academic and Functional Annual Goals.
Goals for each content area Helps them to be involved in and
make progress in general curriculum Can include short term as well as
long term Can be general, then followed by
more detail Types of goals
Traditional Multielement
Traditional Annual goals
Start as more broad goals Add detail later
Measureable Objectives▪ Specific, but no specific timetable
Specific Benchmarks▪ Specific, with a timetable
IDEA no longer requires short term goals May be required with alternative assessments Parents may request them
Multielement Annual goals
1. By when By October 1, or in 15 weeks
2. By who 3. Will do what
What will I see if the student meets the goals? 4. Under what conditions
MWSU objectives this is the restrictions 5. At what level of proficiency
MWSU objectives this is the how much / how many
6. As measured by whom or what
Measuring and Reporting Progress to Parents.
Since goals should be quite specific and have timeframes to them, it should be easy to track progress (or lack of progress).
This section should state when this information is passed to parents, and how this will take place.
Used in similar way as report cards Should have similar (not necessarily exactly the
same) time frames as report cards.▪ At least as often, if not more.
Statement of Special Education and Related Services and Supplementary
Aids and Services.
This section must state what special services will be provided, including… Services Aids Support Modifications
Must be based on peer-reviewed research.
Special education service – instruction designed to meet the unique needs of a student with a disability that directly effects educational goals, such as physical education
Related Service – designed to help a student with a disability to benefit from special education.
Statement of Participation in Regular Settings and Activities
If a child is not able to participate in regular classes (ie physical education), this is the section that explains why.
Also, this section must explain how much of the time (if any) the student will be in regular classes.
Statement of Alternate Assessment Accommodations. Statement of any individual accommodations
which are necessary to measure academic achievement and functional performance of the child on state, and district – wide assessments of student achievement.
Must state why assessments are not done and why alternative assessments are appropriate.
Schedule of Services and Modification
Includes… Beginning of special education and
related services and modifications Anticipated…▪ Frequency▪ Location▪ Duration
Amount of time in PE should be listed.
Transition Services No later than 1st IEP that includes 16 years of age. Helps student transfer from school based programs
to community based no later than 22 years old. Includes…
1. Measureable post-secondary goals based on age-appropriate transition assessments related to training, education, employment and independent living skills
2. statement on needed transition services, including courses of study, needed to assist the student in reaching those transition goals.
This is a plan for lifelong physical activity.
Transfer of Rights at age of Majority
No later than 1 year before the child reaches the age of majority under state law, the IEP must include a statement that a child has been informed of his (or her) rights under IDEA that will transfer to him (or her) on reaching the age of majority (18 in most states).
Must have a process to monitor this requirement.
Development of the IEP
2 steps to an IEP 1. Deciding if the student is eligible for
special education services 2. Developing the most appropriate program
Starts with a referral (including reasons) IEP team decides on curriculum Must provide services
Does not guarantee success or improvement
IEP Team
At least ▪ 1 parent, ▪ 1 classroom teacher, ▪ 1 special education teacher, ▪ 1 representative of the school qualified to
supervise the provision of special education▪ 1 person who can interpret evaluation results▪ The child with the disability (when
appropriate)▪ Other appropriate individuals
Section 504 and Accommodation plan
Students who no longer qualify as a disability (now), but did under section 504 (much broader definitions)
No mandated sections
Must answer “Does the disability affect a major life activity?”
Students without disabilities, with unique needs
Committee on Adapter Physical Education (CAPE) Director of Physical Education School Nurse Adapter Physical Educators
Seven steps to this program
7 steps for CAPE1. Referrals2. Notify the parents3. Contact family Physician (if appropriate)
Determine the condition4. Decide if adapted program is appropriate
Also decide on program5. Notify parents of program6. Implement program7. At end of time frame, CAPE reviews
progress and decides if they need to continue