Special Needs - 1 - Developing an Individualized Plan
Name this Post: Special Needs - 1 - Developing an Individualized Plan
Reflect on the types of plans presented in this lesson and the best practices for writing individualized plans for the online environment.
A carefully written IEP or 504 plan can make all the difference to the students ability to learn in a class with his/her peers. The plan must be tested and changed, during the first year the plan is written but he IEP team should meet with the student or at least have conversations with him/her about how the plan is working for him/her. The best resource if determining if a plan is correct is through conversations with the student themselves. If a student feels that something in the plan needs to be changed the IEP team can look at the plan and the data ( How is the student doing in class both academically and emotionally ) and then sit with the parents and student to make any changes.
Once a plan is in place that has been working, the IEP team has to meet once a year, at minimum to determine if changes need to be made. Every student changes as they grow older and one of the biggest changes I have seen is self-advocacy. As a student grows older and is heading towards HS graduation he/she should be making suggestions and changes to his/her plan. This will help the student be a self-advocate in College and in society where his/her parents will be less involved and ultimately give the student the independence that most students want.
Review and compare the two sample individualized student plans provided below. Both sample plans are written for the same student. Keeping in mind the best practices discussed in this lesson, consider the strengths and weaknesses of each plan and decide which you find to be the preferred option for the online environment.
Plan B has a statement from her teachers. This is a good idea as the teachers serve as an observer and the plan can note what the observer sees giving the plan more data. This particular observation states that Sally wants to learn but sometimes has a hard time reaching out for help. This is important to note.
Plan B is very specific on the amount of extended time. This helps the student and the teacher as the specificity means extended time does not mean 'forever' or all assignments are passed in on the last day of the course (which could cause a lot of anxiety on the student's part). It gives the students a sense of timing, the same as other students, but also keeps the plan individualized.
Reduced Coursework - again Sally is being held accountable, but not overwhelmed. She must shoe mastery. The work 'mastery' can be ambiguous but if defined at the beginning of the school year it is a good tool to assess the students knowledge.
Knowing how to use the technology - Both plans do specify the Zoom in feature and the use of text to speech software which could be quite useful to a blind student.
Checking in - Plan B give much more specifics about how this is going to be done. Plan A is not specific enough and this could slip through the cracks.
The seating accommodation is not in Plan B and I wonder if this is because of the other additional accommodations on Plan B so it was felt not needed.
Plan B makes Sally self-advocate more. I feel this is important as students need to learn to ask questions and let people know when they need something on their own.
Parent responsibilities are more specific in Plan B, again communication between the teacher and parent will not slip because of these specific requirements.
Reflect on the types of plans presented in this lesson and the best practices for writing individualized plans for the online environment.
A carefully written IEP or 504 plan can make all the difference to the students ability to learn in a class with his/her peers. The plan must be tested and changed, during the first year the plan is written but he IEP team should meet with the student or at least have conversations with him/her about how the plan is working for him/her. The best resource if determining if a plan is correct is through conversations with the student themselves. If a student feels that something in the plan needs to be changed the IEP team can look at the plan and the data ( How is the student doing in class both academically and emotionally ) and then sit with the parents and student to make any changes.
Once a plan is in place that has been working, the IEP team has to meet once a year, at minimum to determine if changes need to be made. Every student changes as they grow older and one of the biggest changes I have seen is self-advocacy. As a student grows older and is heading towards HS graduation he/she should be making suggestions and changes to his/her plan. This will help the student be a self-advocate in College and in society where his/her parents will be less involved and ultimately give the student the independence that most students want.
Review and compare the two sample individualized student plans provided below. Both sample plans are written for the same student. Keeping in mind the best practices discussed in this lesson, consider the strengths and weaknesses of each plan and decide which you find to be the preferred option for the online environment.
Plan B has a statement from her teachers. This is a good idea as the teachers serve as an observer and the plan can note what the observer sees giving the plan more data. This particular observation states that Sally wants to learn but sometimes has a hard time reaching out for help. This is important to note.
Plan B is very specific on the amount of extended time. This helps the student and the teacher as the specificity means extended time does not mean 'forever' or all assignments are passed in on the last day of the course (which could cause a lot of anxiety on the student's part). It gives the students a sense of timing, the same as other students, but also keeps the plan individualized.
Reduced Coursework - again Sally is being held accountable, but not overwhelmed. She must shoe mastery. The work 'mastery' can be ambiguous but if defined at the beginning of the school year it is a good tool to assess the students knowledge.
Knowing how to use the technology - Both plans do specify the Zoom in feature and the use of text to speech software which could be quite useful to a blind student.
Checking in - Plan B give much more specifics about how this is going to be done. Plan A is not specific enough and this could slip through the cracks.
The seating accommodation is not in Plan B and I wonder if this is because of the other additional accommodations on Plan B so it was felt not needed.
Plan B makes Sally self-advocate more. I feel this is important as students need to learn to ask questions and let people know when they need something on their own.
Parent responsibilities are more specific in Plan B, again communication between the teacher and parent will not slip because of these specific requirements.
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