SPD 200 GCU IDEA And An Individualized Education Program Process Discussion

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nirentr_ohggresyl

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spd 200

Grand Canyon University

SPD

Description

The Individuals with Disabilities Education Act (IDEA) requires that specific topics be covered in an Individualized Education Program (IEP) meeting. The IEP team consists of general education teachers, special education teachers, a psychologist or counselor, administrators, parents/guardians, speech therapist, occupational therapist, and on occasion, the student and student advocate. Typically, a special education teacher serves as the case manager and is responsible for inviting attendees to the meeting and coordinating the meeting according to policies and regulations. Effective communication, interpersonal skills, problem solving skills, and data-driven decision-making are all prerequisites to facilitating a successful IEP meeting. Often, a school district will provide a checklist for teams to follow when developing and discussing the IEP to help ensure all responsibilities are met.

View "FIEP: A Facilitated IEP Meeting," paying special attention to the structure and collaborative nature of the meeting, the specific components of the IEP, and ways that the meeting demonstrates adherence to laws and ethical principles that govern special education. Note when viewing this example meeting that the administrator is the facilitator rather than the special education teacher, who would typically lead the meeting.

In a 1,000-1,250 word essay, articulate your knowledge of IDEA and the IEP process. The essay should address the following:

  • Summarize IDEA. Include discussion of professional practice standards and how these are used to guide the special education teacher in ensuring key components of the law such as free appropriate public education (FAPE), appropriate evaluation, least restrictive environment (LRE), and procedural safeguards are upheld (approximately 250 words).
  • Explain the importance of collaboration between members of the IEP team. Include discussion about who should be included on the IEP team, how parents and students participate in decision-making, which IEP team members’ attendance is required and which is optional, and how CEC Ethical Principles and Professional Practice Standards guide collaboration and execution of the IEP process (approximately 250 words).
  • Describe the IEP process. Explain what IDEA indicates must be done before, during, and after an IEP meeting. Include discussion of why executing the IEP process according to the established standards is essential to avoid due process disputes (approximately 250-500 words).
  • Identify the major components of the IEP and explain why each is important. Discuss the specific legal, ethical, and policy responsibilities related to developing the IEP to ensure it meets the educational, developmental, and medical services requirements for students with disabilities and their families. (approximately 250 words)
  • Consider what you saw in "FIEP: A Facilitated IEP Meeting" and describe the key takeaways you will consider as a new teacher participating in the IEP process (approximately 100 words).

Support the essay with a minimum of three scholarly resources.

Unformatted Attachment Preview

Course Code SPD-200 Class Code SPD-200-O501 Criteria Group 1 Percentage 100.0% IDEA Summary 20.0% IEP Team Member Collaboration 15.0% IEP Process 15.0% IEP Components 20.0% Participating in the IEP Process 5.0% Thesis Development and Purpose 5.0% Argument Logic and Construction 5.0% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Paper Format (use of appropriate style for the major and assignment) 5.0% Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Total Weightage 100% Assignment Title IDEA and the IEP Process 1: No Submission (0.00%) Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Total Points 60.0 Insufficient (65.00%) IDEA summary, including discussion of professional practice standards and how these are used to guide the teacher in ensuring key components of the law are upheld, is poor and lacks details. Explanation of the importance of collaboration between members of the IEP team, including discussion about who should be included, how decisions are made, required attendance, and how ethical principles and professional practice standards guide collaboration and execution of the IEP process, is incomplete. Description of the IEP process, including explanation of what IDEA indicates must be done before, during, and after an IEP meeting and why executing the IEP process according to the established standards is essential to avoid due process disputes, is inaccurate and/or inadequate. Identification of major components of the IEP, including explanation of why each is important, and discussion of legal, ethical, and policy responsibilities related to developing the IEP to ensure it meets the educational, developmental, and medical services requirements for students with disabilities, is incomplete and/or incorrect. Discussion of the key takeaways to be considered from the “FIEP: A Facilitated IEP Meeting” as a new teacher participating in the IEP process is unrealistic. Paper lacks any discernible overall purpose or organizing claim. Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Template is not used appropriately, or documentation format is rarely followed correctly. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Approaching (75.00%) IDEA summary, including discussion of professional practice standards and how these are used to guide the teacher in ensuring key components of the law are upheld, is minimal and missing key details. Explanation of the importance of collaboration between members of the IEP team, including discussion about who should be included, how decisions are made, required attendance, and how ethical principles and professional practice standards guide collaboration and execution of the IEP process, is underdeveloped. Description of the IEP process, including explanation of what IDEA indicates must be done before, during, and after an IEP meeting and why executing the IEP process according to the established standards is essential to avoid due process disputes, is vague and missing key details. Identification of major components of the IEP, including explanation of why each is important, and discussion of legal, ethical, and policy responsibilities related to developing the IEP to ensure it meets the educational, developmental, and medical services requirements for students with disabilities, is cursory and somewhat inaccurate. Discussion of the key takeaways to be considered from the “FIEP: A Facilitated IEP Meeting” as a new teacher participating in the IEP process is overly simplistic. Thesis is underdeveloped or vague. Purpose is not clear. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present. Acceptable (85.00%) IDEA summary, including discussion of professional practice standards and how these are used to guide the teacher in ensuring key components of the law are upheld, is sound and includes relevant details. Explanation of the importance of collaboration between members of the IEP team, including discussion about who should be included, how decisions are made, required attendance, and how ethical principles and professional practice standards guide collaboration and execution of the IEP process, is complete. Description of the IEP process, including explanation of what IDEA indicates must be done before, during, and after an IEP meeting and why executing the IEP process according to the established standards is essential to avoid due process disputes, is accurate and detailed. Identification of major components of the IEP, including explanation of why each is important, and discussion of legal, ethical, and policy responsibilities related to developing the IEP to ensure it meets the educational, developmental, and medical services requirements for students with disabilities, is complete and accurate. Discussion of the key takeaways to be considered from the “FIEP: A Facilitated IEP Meeting” as a new teacher participating in the IEP process is reasonable. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and contentrelated language. Appropriate template is fully used. There are virtually no errors in formatting style. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Target (100.00%) IDEA summary, including discussion of professional practice standards and how these are used to guide the teacher in ensuring key components of the law are upheld, is thorough and includes substantial details. Explanation of the importance of collaboration between members of the IEP team, including discussion about who should be included, how decisions are made, required attendance, and how ethical principles and professional practice standards guide collaboration and execution of the IEP process, is extensive. Description of the IEP process, including explanation of what IDEA indicates must be done before, during, and after an IEP meeting and why executing the IEP process according to the established standards is essential to avoid due process disputes, is thoughtful and in-depth. Identification of major components of the IEP, including explanation of why each is important, and discussion of legal, ethical, and policy responsibilities related to developing the IEP to ensure it meets the educational, developmental, and medical services requirements for students with disabilities, is substantial and insightful. Discussion of the key takeaways to be considered from the “FIEP: A Facilitated IEP Meeting” as a new teacher participating in the IEP process is realistic. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. Comments Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. All format elements are correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Points Earned
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Explanation & Answer

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IDEA and the IEP Process

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IDEA Summary
A critical aspect of any profession is the will to abide by ethical standards and principles.
As professionals who serve children with exceptionalities, teachers have a unique trust that the
community has endowed them. IDEA requires special educators to develop an Individualized
Education Program (IEP) for any student eligible and state and federal disability or eligibility
standards. The professional practice standards will ensure the teacher identifies and uses
instructional approaches and curricula relevant to their professional practice. It also helps in
meeting the specific needs of each child and ensuring the adoption of appropriate instructional
materials.
Professional practice standards can help teachers offer the learners services that meet
their needs to ensure the provision of Free Appropriate Public Education (FAPE). The Least
Restrictive Environment (LRE) implies that children with disabilities should receive the
necessary education with other non-disabled children. The code of ethics will ensure that
teachers create a safe and effective learning environment that contributes to needs fulfillment,
self-concept, and stimulating learning. The other principle of IDEA is procedural safeguards.
Special educators can ensure they adhere to the federal, state, and local laws and regulations
mandating an appropriate education to students with disabilities and protecting their rights to
equal opportunities in society. A proper evaluation objective is to determine the students who
require help and ensure they realize individual goals outlined by the IEP team. Special education
professionals will play a critical role in monitoring inappropriate placements in special education
and intervening at different levels to correct the situation when there is the existence of
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