IEP
Each student is unique and does not learn in the same way. To ensure that the needs of students with disabilities are met, they have an Individualized Education Program (IEP). It is designed to provide direction and gauge how well educational goals can be met by the student. An IEP is meant to help a child with special needs receive the accommodations they need for a proper education. The factors incorporated into the IEP are who will be involved in supplying special education, what services will be offered, where these services will be delivered, and for what length of time assistance will be made available.
Each state is responsible for providing the appropriate accommodations for students with disabilities. Accommodations for assessment include setting, presentation, response mode, and timing or scheduling. The accommodations must be balanced with what the IEP team determines they need (Yell, Shriner, & Katsiyannis, 2006).
The program is a way for a child to learn in the most relevant and suitable way for them. “…it is best to see the IEP as a management tool or planning vehicle that ensures that children with disabilities receive an individualized education appropriate to their unique needs” (Gargiulo, 2010, p. 69). It is a program that is specialized to meet the goals of the students.
IEP planning teams need to develop and implement a free and public education. The present levels of a student's performance are assessed by the IEP team. It requires that the teams conduct assessments and construct programs with measurable goals and related services. The teams will monitor and report on the progress of the students and will adjust the program to meet the student's goals. The IEP team implements interventions that have been proven to work into the student's program. Records of the intervention, procedures, and results are kept (Yell, Shriner, & Katsiyannis, 2006).
LRE
Each state is responsible for providing the appropriate accommodations for students with disabilities. Accommodations for assessment include setting, presentation, response mode, and timing or scheduling. The accommodations must be balanced with what the IEP team determines they need (Yell, Shriner, & Katsiyannis, 2006).
The program is a way for a child to learn in the most relevant and suitable way for them. “…it is best to see the IEP as a management tool or planning vehicle that ensures that children with disabilities receive an individualized education appropriate to their unique needs” (Gargiulo, 2010, p. 69). It is a program that is specialized to meet the goals of the students.
IEP planning teams need to develop and implement a free and public education. The present levels of a student's performance are assessed by the IEP team. It requires that the teams conduct assessments and construct programs with measurable goals and related services. The teams will monitor and report on the progress of the students and will adjust the program to meet the student's goals. The IEP team implements interventions that have been proven to work into the student's program. Records of the intervention, procedures, and results are kept (Yell, Shriner, & Katsiyannis, 2006).
LRE