Individualized Education Plans (IEP) Process in Post-Primary Schools (Research Paper Sample)

Title
Course
Admission Number
Lecturer
Literature Review
This research project involves the research on the implementation of the Individualized Education Plans (IEP) process in post-primary schools. By determining the assessment of motor skills in children with disabilities detailing the process of application of an IEP. The main purpose is understanding more about children with disabilities and the process of designing an educational plan.
The literature review attempts to answer the following questions.
1. How does assessment inform the IEP?
2. What are the inherent difficulties in assessing children with SEN in Ireland?
3. What is the process of planning an IEP after the initial assessment?
4. What are the pre-service teacher’s interpretations of the process-assessment to IEP design?
How does assessment inform the IEP?
An individualized educational program helps in outlining the basic requirements of learning for students with disabilities. The learning process characterized by many entities that involve play work and classwork. Therefore, there is the need to carry out proper preparations that will provide the best to the students involved(Murphy, 2008). Children with the disability often find themselves lagging behind in education as most of the teaching processes bypass them providing much for the abled children. An IEP should not assume hardships to the students involved but should assist in overcoming the barriers that deter them from getting involved in the society. Persons with disabilities lack self-confidence, interaction problems, and an educational environment dis-attachment.
Assessment is the most fundamental foundation of an active learning. In the learning process, evaluation provides a better thesis in assisting students to understand their lessons in the best phenomenon. Proper appropriate enables the instructor to modify their instruction processes so as to suit each student and provide the best performance required. An assessment plan should identify the abilities of the disabled students in the designated curriculum. It should provide the confidence to accept themselves as part of the society with an equal opportunity to explore their talents and strengths.
Therefore, assessment involves the process of decision making, data collection and interpretation for a particular purpose(Tripp & Zhu, 2005). In the learning process for students with disabilities, assessment then would mean identify identifying and evaluating the handicapped person’s ability to physical fitness, motor skills, and general social knowledge. Undertaking an assessment provides the instructor with detailed information on how to interact with their students.
Assessing students with disabilities can produce negative results if not offered under extreme circumstances. An assessment been carried out should, therefore, provide the most expected outcome that will entail much of the disability problem. Henceforth an assessment can be based on the performance of the people involved or the happenings that work-life situations revolving around the involved individuals. A performance-based assessment requires tasks to be undertaken by the persons with disabilities. The performance of the work should give a way forward on the participation of the handicapped in physical education. However, assessments of the performance require a more experienced and skilled instructor who can determine the minor occurrences. A different grading process from that used for persons with no disability during physical education lessons should hence be in use. Moreover, the same grading system should be utilized by all children with disabilities.
What is Assessment as Learning?
One can use assessment as a process of learning where the process of assessing should be to support the student in understanding more about themselves in and out of their activities. Carrying out a good assessment plan is embedded to projecting the desired goals needed for the pupils. The process, however, opens up opportunities for the disadvantaged students. After carrying out an assessment, most of the students realize the great abilities that they possess. Assessments improve their learning skills as their ego gets raised above what they initially knew they can perform. During performance assessment, students get introduced to new ways of thinking hence solving out their problems at a better undertaking(Tripp& Zhu, 2005). Moreover, the self-performance of the involved students is improved and developed as the feedback is readily noticeable by the students themselves when the instructor carries out the assessment.
Since the evaluation is carried one on one on the student, it helps themselves regain their responsibility through their mistakes and corrections(Flatman-Watson, 2005). The process of adjusting the process of self-thinking aims at improving one’s ability in reflecting on their abilities and skills. A student should henceforth come up with their ways of improving themselves and not just depending on others for their survival.
The essential outcome of individual learning is understanding ourselves and so whenever the students can understand their disability, then they are on the best path of making it in life. Learning involves the participation of both the learner and the instructor. Therefore, when one does assessments as a mode of learning, the persons with disabilities will understand the need to connect with other people starting with their instructors. The overall outcome should be that the individual faced with the injury can rely on themselves on whatever they do, make modifications on what they find to be wrong and provide a perfect solution. Therefore, there should be a better platform for undertaking assessment as not only a means of understanding students but also a process of initiating their learning activities. Instructors and Assessors should improve their assessment skills to improve the thinking ability of the students also.
What are the inherent difficulties in assessing children with SEN in Ireland?
Ireland is one of the countries with an increasing population of students and needs special education programs. There is an ever increasing in the need to improve the available special schools for these pupils. However, different students are on the transfer to special schools no matter their ability due to the availability of advanced lessons and activities carried out in the schools. Due to this, the need to maintain the capability of such schools has been on a rise(McCarthy & Coyle, 2007). The burden of continued provision of services to the increasing number of persons relies on the financial delivery of the government and so when the group increases, each person gets a reduced amount. The amount of support hence reduces leaving students with little support that will enable them to perform their activities.
Information levied from administrators in schools indicated a rise in the transfer of students to special schools where they offer a better educational platform based on their activities and improved resources. Due to limited resources, schools have fallen short of funds needed to provide proper tutors that will guide their students on all the essential capabilities if a life that includes social, emotional and academic related activities.
However, central schools offering education to people with disabilities are faced by the incapability of the government to provide enough experiences instructors for the purpose of learning. This phenomenon leads to situations where an instructor is forced to cater for a large number of students. It is evident that at no time will the students acquire enough attention that will lead to the full understanding of themselves(Kenny& Loxley, 2006). Moreover, the available tutors may not be fully qualified to offer special training to the students. Moreover, because there are not enough instructors in the field to provide training, there is no proper mechanism for assessing the available instructors so as to make sure that the curriculum one follows is for the best outcome.
The absence of health supports in Ireland has provided a major drawback in the implementation of a better education system(Rose, Shevlin& O’Raw, 2010). Due to the significant number of the students’ population, a greater percentage of the students are designated to suffer from different diagnostics. However, schools have not been able to identify in real time course the suffering that students undergo and so most of the students end up transferring to other schools which seem to have better facilities that have better health services for their pupils. Fulfilling the requirements for the students is a major hindrance as most of the equipment is in poor condition and some cases unavailable.
There are no proper systems in Ireland that provide continuity of education for students in SEN from their mainstream schools(Rose, Shevlin& O’Raw, 2010). However, for students with special cases, there are elaborate measures put into place by the relevant government to offer training continuity with their education. They are therefore better qualified to job better opportunities due to their improved practical skills. Lack of proper teaching mechanisms leads to a situation where there are few or no jobs for students with SEN hence no need for them to pursue their training in the free schools. The severe is that there are few graduates from students studying with SEN making the process of assessment difficult.
What is the process of planning an IEP?
Planning out an individualized educational program can be the most tiring exercise in a provision of educational training to students(Tripp & Zhu2005). The process involves the coming together of students and their instructors so a...