This chapter discusses individualized education programs (IEPs) and planning for students with special needs. It covers the IEP process, which involves determining eligibility, developing and implementing an IEP, and evaluating progress. Key aspects of the IEP include present levels of performance, annual goals, special education services, and participation in assessments. The IEP is developed and implemented by a multidisciplinary team to provide individualized supports and services to students.

1. Special Education 310
Introduction to Special Education
Ch 2: Individualized Special
Education Programs: Planning
and Services
LaRoche College
Victoria Rice Campbell
Adjunct Professor
jackievctr@aol.com

2. Special education teachers……
…………we stay with the child
relentlessly.

3. Chapter 2 Objectives
Explain Five Approaches for Access
to the General Curriculum
Discuss Placement Options
Discuss Related Services
Describe a Multidisciplinary Team
Explain the Individualized
Education Plan (IEP) Process
List Different IEPs

4. Access to the General Curriculum
Universal Design for Instruction
Accommodations
Modifications
Differentiated Instruction
Assistive Technology

5. 1. Universal Design for Learning
• UD (Architectural term)
– Provides people with disabilities
– UDL

6. 2. Instructional Accommodations:
Supports to compensate for disabilities;
adjustments to assignments or tests
• Elements • Examples
– Enlarged text
– Sign language
interpreter
– Audio versions of book
– Braille
– Removal of
extraneous details
from worksheets
– Word processors

7. 3. Instructional Modifications:
Adjustments to assignments or tests
that reduce the requirements

8. 4. Differentiated Instruction:
Providing an individualized array of
instructional interventions

9. 5. Assistive Technology (AT):
Equipment (devices) or services to help
compensate for an individual’s disabilities

10. Settings, Services, and Personnel
• Array of Services:
• “Continuum of services”
• Individually determined and applied

11. Models for Inclusive Special
Education
• Continuum of services –
• Pull-in program –
• Co-teaching –
• Consulting teacher –
• Collaboration –

12. Intensive and Sustained Services
and Supports
• Multidisciplinary team may include:
– Speech/Language Pathologist (SPL)
– Interpreter
– School counselors
– Paraprofessional
• Para –
• Explicit instruction –

13. Settings or Placement Options
• Noncategorical or cross-categorical
special education –
• Pullout programs –

14. Least Restrictive Environment and
Free and Appropriate Public
Education
• Guiding principles are still evolving
• Most likely will be based on how a student
can best:

15. Service Delivery Options (P 50)*
Separate
Separate
Facility:
Facility:
Day School,
Day School,
Residential Facility,
Residential Facility,
Hospital, Home
Hospital, Home
Separate Class:
Separate Class:
60% outside General Ed,
60% outside General Ed,
Self Contained, Partially Self
Self Contained, Partially Self
Contained
Contained
Resource Room:
Resource Room:
>21% but <60% outside ofof General Ed
>21% but <60% outside General Ed
Pullout
Pullout
Regular Education Class:
Regular Education Class:
Full Inclusion, Co-teaching, Consultative
Full Inclusion, Co-teaching, Consultative
<20% outside ofof General Education
<20% outside General Education

16. Related Services and Providers:
• Expertise of professionals outside the field
of education
• Determined by the needs of the child
• Ex: speech therapy, physical therapy,
assistive technology
• No cost to family; paid by Medicare,
private insurance; ACCESS billing

17. Related Services Nuances
• A related service from
• Itinerant –

18. Highly Qualified Special Educators
• NCLB expects teachers to
• IDEA ’04 considers teachers to be HQ:

19. Collaborative Multidisciplinary
Teams
• Must include:

20. The IEP Process
• Special Education (IDEA ’04/PA Ch 14)
• Section 504 (Rehabilitation Act)
• Gifted Education (PA Ch 16)

21. Steps
• Seven steps
• Process is deliberate and equitable
• IEP guarantees the education concepts
outlined in
• In PA, IEP guarantees the education
concepts outlined in

22. Step 1: Pre-Referral
• Purpose
– Document and explain student’s difficulties
– Test the effectiveness of classroom
accommodations and modifications
– Assess the power of various instructional
interventions
– Monitor student’s progress

23. Step 2: Referral
• When pre-referral interventions are
unsuccessful
• Child find –
• At risk –Visible disabilities –School age
academic challenges
• Disruptive behavior

24. Step 3: Identification
• Assessment determines
• Evaluations are conducted by members of
the multidisciplinary team

25. Step 4: Eligibility
• Child has a disability and is in need of
special education:
• Child does not have a disability:

26. Step 5: Development of the IEP
• Use knowledge gained in Step 3:
Identification

27. Step 6: Implementation of the IEP
• Begin services and individualized program
• Major changes require parent notification
in writing
• More restrictive placement or services
may require a team meeting

28. Step 7: Evaluation and Reviews
• IEP is reviewed annually
• Pilot Program: Review every 3 years
• All students participate in annual state- or
district-wide testing or alternative
assessments
• Alternative assessments
• Students with IEPs

29. Roles of Education Professionals
• Principals set the tone for positive
attitudes crucial to all students’ success
• The precise roles and responsibilities of
each professional are usually determined
by local control
• Collaboration
• Time restraints
• Building culture

30. Roles of Families
• Research shows, with parent involvement
• Teachers can give parents IEP tips
• Non-English speaking parents are entitled
to interpreters
• Procedural Safeguards* –

31. Roles of Students
• Self-determination –
• Self-advocacy –
• Student contributions at IEP meetings

32. Tools for Individualized Programs
• Special education mantra: “One size
doesn’t fit all.”
• Individualized programs must be
individualized

33. Individualized Family Service Plans
(IFSPS)*
Child
Family Service
Coordinator

34. Individualized Family Service Plans
(IFSPS)*
• Infants and toddlers ( )
• Services provided in natural environment:
homes, day care, clinics
• State agency
• Oversight and coordination of services are
provided by service coordinators

35. Individualized Family Service Plans
(IFSPS)*
• IFSPS include:
– Child’s current functional levels
– Family’s strengths and needs
– Major outcomes expected
– Necessary services and schedule for delivery
– Projected dates for initiation of services
– Name of service coordinator
– Biannual review
– Methods for transitioning the child to services
available to children ages 3 to 5

36. Individualized Education Programs
(IEPs)*
• IEP

37. Individualized Education Programs
(IEPs)*
• Highlight:
Current performance
Goals
Special Education related services
Participation with students without disabilities
Participation in state- and district-based testing
Dates and places
Transition service needs
Measuring progress

38. Statement of Transition Services*
• Statements of Transition Services

39. Statement of Transition Services*
• IDEA ’04:
• PA CH 14: Formal assessment instrument
and results must be reflected in the
Present Level of Academic Achievement
• Indicator 13:
• Indicator 14:

40. Behavioral Intervention Plans
(BIP)*
• BIP
• Interim Alternative Educational Setting
(IAES)
• Stay-put or “Pendency”

41. Behavioral Intervention Plans
(BIP)*
• Manifestation Determination
• Functional Behavioral Assessment (FBA)

42. Evaluating Progress and Revising
Programs
• 1. Identify and qualify students for special
education
• 2. Determine annual gains in performance
• 3. Guide instruction
• 4. Change a student’s services

43. Eligibility
• Determining eligibility for special education
usually includes a
• Cautionary note: States must collect data
on their evaluation instruments and
procedures ( )

44. Statewide and District-Wide
Assessments
• Accountability
• High stakes testing –
• Alternate assessments –

45. Progress Monitoring*
Teachers need
to document
Academic Attainment of
Behavior
achievement life skills

46. Progress Monitoring*
• Authentic Assessments
• Portfolio Assessments
• Curriculum Based Measurement (CMB)

47. Change in Services or Supports
• Flexible constellation:
• Change in placement
• Change in placement