Details: Discuss the meanings of intelligence and adaptive behavior with a teacher of students with intellectual disability (ID). Include discussion of the following questions: 1. What problems are associated with assessing students with ID? 2. What are the characteristics of the teacher’s students with ID that result in eligibility for special education? Write a summary and evaluation of the discussion in an essay of 1,000-1,250 words. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.
Attachments
Course Contents
Lecture Note
1. SPE-351 Lecture 2
Read Lecture 2.
Textbook
1. Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms
Read Chapters 3 and 6 in Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms.
http://gcumedia.com/digital-resources/sage/2010/academic-instruction-for-students-with-moderate-and-severe-intellectual-disabilities-in-inclusive-classrooms_ebook_1e.php
Electronic Resource
1. Children with an Intellectual Disability
Read “Children with an Intellectual Disability,” located on the American Academy of Child & Adolescent Psychiatry website.
http://www.aacap.org/cs/root/facts_for_families/children_with_an_intellectual_disability
e-Library Resource
1. Four Practical and Conceptual Assessment Issues That Evaluators Should Address in Capital Case Mental Retardation Evaluations
Read “Four Practical and Conceptual Assessment Issues That Evaluators Should Address in Capital Case Mental Retardation Evaluations,” by Young, Boccaccini, Conroy, & Lawson, from Professional Psychology: Research and Practice (2007).
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=25122845&loginpage=Login.asp&site=ehost-live&scope=site
2. New IDEA ’97 Requirements: Factors to Consider in Developing an IEP
Read “New IDEA ’97 Requirements: Factors to Consider in Developing an IEP,” by Warger, from ERIC Digests (1999).
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED434434&site=ehost-live&scope=site
Website
1. The Arc
Explore The Arc website.
Attachment
ED434434 1999-08-00 New IDEA ’97
Requirements: Factors To Consider in
Developing an IEP. ERIC Digest E578.
ERIC Development Team
www.eric.ed.gov
Table of Contents
If you’re viewing this document online, you can click any of the topics below to link directly to that section.
New IDEA ’97 Requirements: Factors To Consider in Developing an IEP.
ERIC Digest E578…………………………………………………… 1
CONSIDER THE CHILD’S BEHAVIOR………………………………. 3
CONSIDER THE CHILD’S LANGUAGE NEEDS……………………..3
CONSIDER THE CHILD’S NEED FOR BRAILLE……………………. 4
CONSIDER THE CHILD’S COMMUNICATION NEEDS…………….. 4
CONSIDER ASSISTIVE TECHNOLOGY…………………………….. 5
REFERENCES………………………………………………………… 6
ERIC Identifier: ED434434
Publication Date: 1999-08-00
Author: Warger, Cynthia
Source: ERIC Clearinghouse on Disabilities and Gifted Education Reston VA.
New IDEA ’97 Requirements: Factors To
Consider in Developing an IEP. ERIC Digest
E578.
THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES
ED434434 1999-08-00 New IDEA ’97 Requirements: Factors To Consider in Developing
an IEP. ERIC Digest E578.
Page 1 of 7INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT
ACCESS ERIC 1-800-LET-ERIC
Developing an individualized education program (IEP) is at the heart of providing a free,
appropriate public education (FAPE) to students with disabilities under the Individuals
with Disabilities Education Act (IDEA). The 1997 amendments to IDEA call for several
changes in the IEP development process. One of these changes requires the IEP team
to consider a specific set of topics, and to make statements in the IEP related to these
considerations.
At a minimum, an IEP, which must be developed for each child who qualifies for special
education services, must contain information regarding [300.347]:
*Present levels of student performance, including a statement of how the disability
affects the student’s involvement and progress in the general education curriculum.
*Measurable annual goals, including benchmarks or short-term objectives.
*A statement of educational needs resulting from the child’s disability.
*A statement of all needed services and supports, including special education, related
services, and program modifications and supports for school personnel.
*Extent of nonparticipation with nondisabled students.
*Progress reporting.
*Modifications needed for participation in state-wide or district-wide assessments; or if it
is determined that the child cannot participate, why the assessment is inappropriate for
the child and how the child will be assessed.
*Transition needs for students age 14 and older.
The 1997 reauthorization of IDEA included a new provision detailing what the IEP team
must consider in developing each child’s IEP. All IEP teams now must consider the
strengths of the child, the parents’ concerns for enhancing their child’s education, and
the results of the initial evaluation or most recent evaluation of the child when planning
the IEP. Documentation of this consideration is encouraged, as it most likely will
become required for all of the states and districts.
In addition, there are special factors for consideration that may apply to an individual
child. These items also must be considered when the IEP is reviewed and revised
[300.346(b)]. If, in considering these factors, the IEP team determines that a child needs
a particular device or service (including an intervention, accommodation, or other
program modification) in order to receive a free, appropriate public education, the IEP
team must include a statement to that effect in the child’s IEP. This digest provides an
www.eric.ed.gov ERIC Custom Transformations Team
Page 2 of 7 ED434434 1999-08-00 New IDEA ’97 Requirements: Factors To Consider in Developing
an IEP. ERIC Digest E578.overview of these considerations.
CONSIDER THE CHILD’S BEHAVIOR
If a child’s behavior impedes his or her own learning or that of others, the IEP team
must consider the strategies, including positive behavior intervention, and supports
needed to address that behavior. It must be shown in the IEP that inappropriate conduct
has been dealt with programmatically, and not just punitively.
In determining if behavior is an issue for a child, the IEP team may ask the following
questions:
*Does the student need to learn and/or use new behaviors, skills, and/or strategies?
*Does the student demonstrate behaviors that are unsafe and/or that significantly
interfere with the learning environment?
*Does the student’s current presenting behavior require a behavior intervention plan?
*Is the student routinely removed from the general education classroom because of
inappropriate behavior?
*Is the student’s behavior related to, or a manifestation of, a disability?
If the answer is yes to any of these questions, the team will need to ascertain a present
level of educational performance in the affected area(s). Using that information, the
team will then develop annual goals and short-term objectives or benchmarks, and state
these needs, goals, and objectives on the IEP.
It is important to note that whenever a student’s behavior impedes his or her own
learning or that of others, and whenever discipline occurs beyond 10 days of
suspension, functional assessment of behavior must be conducted and a behavioral
plan developed. If this has previously been done and included in the IEP, then the team
must reevaluate and/or revise the plan. Beyond 10 days of suspension, educational
services must be provided to the child. If the child possesses a gun or illegal drugs at
school, he or she may be placed in an alternative setting for the same amount of time
that a child without a disability would be subject to discipline [300.520].
CONSIDER THE CHILD’S LANGUAGE NEEDS
A child may not be identified as disabled solely because English is his or her second
language. However, a child with limited English proficiency also may have special
learning needs related to that status. If a child has limited English proficiency, the
language needs of the child as they relate to the IEP must be considered.
In determining if language is an issue for a child with limited English proficiency, the IEP
ERIC Resource Center www.eric.ed.gov
ED434434 1999-08-00 New IDEA ’97 Requirements: Factors To Consider in Developing
an IEP. ERIC Digest E578.
Page 3 of 7team may ask the following questions:
*Does the student’s level of English language proficiency affect special education and
related services needed by the student? If so, how and to what extent?
*Will the special education and related services needed by the student be provided in a
language other than English?
CONSIDER THE CHILD’S NEED FOR BRAILLE
If a child is blind or visually impaired, IDEA ’97 now requires the IEP team to consider
provision of instruction in Braille or the use of Braille–unless the IEP team determines
that instruction in Braille or the use of Braille is not appropriate for the child. IEP teams
are expected to evaluate:
*The student’s reading and writing skills.
*The student’s needs.
*Appropriate reading and writing media for the student.
*The student’s future needs for instruction in Braille or the use of Braille.
In determining if the child requires instruction in and the use of Braille, the IEP team
may ask the following questions:
*If instruction in and use of Braille is provided to the child, will the instruction and use be
sufficient in length, frequency, and duration for the student to develop appropriate
literacy skills?
*How will Braille be integrated into all curriculum areas and assessment situations?
*Is instruction in and/or the use of Braille inappropriate for the student? If so, why is it
inappropriate?
If the IEP team determines that the child requires instruction in Braille and the use of
Braille, team members must develop a statement of the student’s present level of
educational performance, annual goals, and benchmarks or short-term objectives in the
appropriate areas.
CONSIDER THE CHILD’S COMMUNICATION
NEEDS
The IEP team must consider the student’s communication needs. Also, if a child is deaf
or hard or hearing, the IEP team must consider the child’s language and communication
www.eric.ed.gov ERIC Custom Transformations Team
Page 4 of 7 ED434434 1999-08-00 New IDEA ’97 Requirements: Factors To Consider in Developing
an IEP. ERIC Digest E578.needs, as well as opportunities for direct communications with peers and professional
personnel in the child’s language and communication mode, academic level, and full
range of needs. This includes opportunities for direct instruction in the child’s language
and communication mode.
In determining if the child’s communication needs, the IEP team may ask the following
questions:
*What are the communicative demands, opportunities, and needs of the child?
*Does the student have the needed skills and strategies to meet the communicative
demands and fulfill his or her needs across relevant contexts?
*Does the student communicate appropriately and effectively given the opportunity?
If the IEP team determines that the child has communication needs, team members
must develop a present level of educational performance, annual goals, and
benchmarks or short-term objectives in the appropriate areas.
CONSIDER ASSISTIVE TECHNOLOGY
The IEP must consider whether the child requires assistive technology devices and
services in order to meet his or her educational goals and access the general education
curriculum.
An assistive technology device is broadly defined in IDEA ’97 as any piece of equipment
or product system, whether commercially off the shelf or customized, that is used to
increase, maintain, or improve the functional capabilities of a child with a disability. An
assistive technology service means any service that directly assists a child with a
disability in the selection, acquisition, or use of an assistive technology device.
In determining if the child requires assistive technology devices and/or services, the IEP
team may ask the following questions:
*Does the student need technology in order to perform fundamental functions, such as
communication or mobility?
*What technology devices and/or services may help the student achieve his or her
annual goals?
If the IEP team determines that the child requires an assistive technology device and/or
service, team members must develop a present level of educational performance,
annual goals, and benchmarks or short-term objectives in the appropriate areas and
state them on the IEP. If the child needs to use the device at home in order to receive a
free, appropriate public education, the child must be permitted to use the device at
home or in other settings at no cost to the parents.
ERIC Resource Center www.eric.ed.gov
ED434434 1999-08-00 New IDEA ’97 Requirements: Factors To Consider in Developing
an IEP. ERIC Digest E578.
Page 5 of 7The following references are excellent resources for developing IEPs.
REFERENCES
Bateman, B.D., & Linden, M.A. (1998). Better IEPs: How to develop legally correct and
educationally useful programs (third edition). Longmont, CO: Sopris West.
1-800-547-6747.
The Council for Exceptional Children (1999). IEP Team Guide. Reston, VA: Author.
1-888-232-7733.
The Council for Exceptional Children (1998). IDEA 1997: Let’s make it work! Reston,
VA: Author. 1-888-232-7733.
The Technology and Media Division/Council of Administrators of Special Education,
Council for Exceptional Children (1998). Assistive technology in special education
practice: Policy and practice. Reston, VA: Author. 1-888-232-7733.
The Technology and Media Division/Council of Administrators of Special Education,
Council for Exceptional Children (1997). Has technology been considered? A guide for
IEP teams. Reston, VA: Author. 1-888-232-7733.
RESOURCES
Also, contact the following web sites for support resources:
*The ERIC Clearinghouse on Disabilities and Gifted Education: ericec.org
*Council for Exceptional Children: www.cec.sped.org
*The IDEA Partnership: www.ideapractices.org
ERIC Digests are in the public domain and may be freely reproduced and disseminated,
but please acknowledge your source. This publication was prepared with funding from
the Office of Educational Research and Improvement (OERI), U.S. Department of
Education (ED), under contract ED-99-CO-0026.
Title: New IDEA ’97 Requirements: Factors To Consider in Developing an IEP. ERIC
Digest E578.
Document Type: Information Analyses—ERIC Information Analysis Products (IAPs)
(071); Information Analyses—ERIC Digests (Selected) in Full Text (073);
Available From: ERIC Clearinghouse on Disabilities and Gifted Education, Council for
Exceptional Children, 1920 Association Dr., Reston, VA 20191-1589. Tel: 800-328-0272
www.eric.ed.gov ERIC Custom Transformations Team
Page 6 of 7 ED434434 1999-08-00 New IDEA ’97 Requirements: Factors To Consider in Developing
an IEP. ERIC Digest E578.(Toll Free); e-mail: ericec@cec.sped.org. For full text: http://www.ericec.org.
Descriptors: Assistive Devices (for Disabled), Behavior Problems, Braille, Compliance
(Legal), Disabilities, Educational Legislation, Elementary Secondary Education, Federal
Legislation, Individualized Education Programs, Limited English Speaking, Parent Role,
Student Educational Objectives, Student Evaluation, Teamwork
Identifiers: Amendments, Behavioral Assessment, ERIC Digests, Functional
Assessment, Individuals with Disabilities Educ Act Amend 1997
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