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Directed Questions
IEPs
Directed Questions for Lesson 2:
Initiating IEP Development
Multiple Choice
Attention: ONLINE RESPONDING IS DISABLED
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1.
Name and briefly describe two common barriers to full parental participation in the IEP process.
example:
Two barriers, among others, that frequently sabotage parental participation in the IEP process are (1) menu-driven district approaches, and (2) ´teachers know best´ mind sets. These are both very widespread and detrimental. When parents are truly knowledgeable about IDEA, they will know that menu-driven approaches (e.g., For LD students we have a resource room, for speech-impaired students we have 30 minutes of group speech therapy a week, and for students with mild mental retardation we have a collaboration model) are a violation of the law, and that teachers know best about some things, parents know best about others, and the best IEPs are cooperatively designed.
2.
Briefly explain each of the two purposes of an IDEA evaluation.
example:
Evaluation has two major functions under IDEA: (1) to determine whether a student is IDEA eligible, and, if so, (2) to determine all of his or her unique educational needs. The last step in evaluation is the first step in IEP development - to convert needs to present levels of performance.
3.
What is the relationship of the IDEA evaluation of the child to the IEP for that child?
example:
One purpose of the IDEA evaluation is to determine the content of the IEP by identifying all of the child´s special education and related services needs, whether or not those needs are commonly linked to the disability category in which the child has been classified. The initial question the IEP team needs to ask is, ´What are this child´s unique needs?´ The teacher and parent are likely to know the most urgent needs, e.g., he needs to learn to play cooperatively with other children without hitting, to improve his rote counting skills and one-to-one number-numeral correspondence, to learn to print his name more legibly, and to state his name and address when asked. These observations and others like them are at the line where evaluation and IEP development intersect. Some of the observations need to be described objectively, e.g., ´mouthing off´ to the teacher. When the observation is quantified, such as ´inappropriately mouths off to the teacher 3-5 times daily´, it becomes a present level of performance and, as such, is put on the IEP. Similarly, a "need" for better handwriting becomes ´copies 10 words a minute with 2-4 words illegible.´ (Note: if the issue is handwriting, we don´t want to confound it by including ideation, so we use copying rather than story or sentence generation.)
