How to use Individualized Education Program to Help Learners in School (Term Paper Sample)

How to use individualized education program to help learners in school
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1.0Introduction  PAGEREF _Toc399156542 \h
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2.0 Concept of individualized education program  PAGEREF _Toc399156543 \h
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3.0 How to use individualized education program to help learners in school  PAGEREF _Toc399156544 \h
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4.0 Conclusion  PAGEREF _Toc399156545 \h
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References  PAGEREF _Toc399156546 \h
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1.0Introduction
The individualized education program purposely deals with building up services and appointment of students with disabilities who require special learning. With regard to this, the responsibilities for individualized education program are generally given to local public school divisions (The Virginia Department of Education Banner, 2012). This group developed a detailed explanation in regards to the need of the student.
On the other hand individual education is particularly designed instruction to meet the unique needs of a child who are disabled. However, specially designed instruction means adjusting, the content, methodology, or delivery of instruction to address the unique needs of the student that result from the child's disability; and also to ensure access of the child to the general curriculum, so that the child can meet the educational standards that apply to all children (Cortiella, 2009). 
In general the individualized education program focuses on: Present level of academic achievement and functional performance measurable annual goals, benchmarks or short-term objectives, special education, related services, supplementary aids and services, participation with children without disabilities, participation in state and division-wide assessments , Progress report schedule duration, frequency, and location of services.
It is very significant to not that this concept is being developed by a group of people upon realization that a student reach the requirement to receive related services as well special education. This concept can be termed as a road map which generally predicts where student is going as well where he or she is at that particular time. It is clear that the following stake holders are required to avails themselves in the IEP gatherings: parents Cortiella (2009), students, general education teacher, special education teacher, evaluation personnel, and others with know how of the learner. This paper seeks to investigate how to use individualized education program to help learners in school.
2.0 Concept of individualized education program
The term individualized has been defined as the individual needs of each individual child in the individualized education program (Male, 2007). There should be enough resources to meet the needs of this child. This concept originated from the united state where by the idea requires public schools to develop an IEP for every student with a disability who is found to meet the federal and state requirements for special learning.
Conversely, the Individuals with Disabilities Education Act Amendments of 1997 continues and refines the requirements which were first established in 1975 with the Education for All disabled Children Act, Public Law 94-142.However, Students' written Individualized Education Programs are considered to be the heart of the law and the core entitlement of their free appropriate public education.
Further, the IEP is to be designed to provide the child with a Free Appropriate Public Education (FAPE). In addition, the IEP refers both to the educational program to be provided to a child with a disability and to the written document that describes that educational program. Conversely, the individual with disability act 2004 demands that an individualized education program to be written according to the needs of each student who meets eligibility guidelines under the IDEA and state regulations, and it included: the child's present levels of academic and functional performance Kamens (2004), measurable annual goals, including academic and functional goals, how the child's progress toward meeting the annual goals are to be measured and reported to the parents ,special education services, related services, and supplementary aids to be provided to the child and others.
Generally, the result of the IEP development process is an official document that describes the education plan designed to meet the unique needs of one child with had capped (Katsiyannis and Maag, 2001). With that in mind, before an IEP is written for a child with a disability, the school must first determine whether the child qualifies for special education services. Nevertheless, to qualify, the child's disability must have an adverse effect on the child's educational achievement. This shows that a student can be disabled and fails to qualify.
Therefore, to verify eligibility of the student, the school has conducted a full evaluation of the child in all areas of suspected disability. Based in part on the results of the evaluation, the school along with the parents meet to review the results and the child's current level of performance and to determine whether special education services are required. With regard to this a child may be disabled and after evaluation fails to meet eligibility (Kamens 2004).
After the process of evaluation, if the child is found eligible for services, the school is mandated to form an IEP team and come up with an appropriate educational plan for the student. It should be noted that, the individualized education program should be put into practice immediately as possible once the child is determined worthy. There is no stated specific timeframes for each phase. In regard to this, some states have added specific timelines that schools must follow for IEP development, IEP implementation milestones, and the eligibility.
In the process of IEP development parents are considered to be full and equal members of the IEP team, along with school personnel reason being that Parents have unique knowledge of their child's strengths and wants. In conclusion, parents have the right to be engaged in meetings that discuss the identification, evaluation, IEP development and educational placement of their children as well as the right to ask questions, dispute points, and request modifications to the plan, as do all IEP team members.
After the child is determined to be eligible for special education services, the IEP team is required to develop an individual education plan to be implemented as soon as possible after eligibility is determined. Through the results of the full individual evaluation (FIE), the IEP team works together to identify the child's present level of educational performance, the child's specific academic, and any related or special services that the child needs in order to benefit from their learning (Marilyn, 2010).
Conclusively, once the eligibility for special education services of the child is determined, the IEP team is needed to develop an individual education plan to be implemented as soon as possible after eligibility is realized. Through the results of the full individual evaluation (FIE) Marilyn (2010), the IEP team works together to identify the child's present level of educational performance, the child's specific academic, and any related or special services that the child needs in order to benefit from their learning.
3.0 How to use individualized education program to help learners in school
According to Babara Bateman (1997), the lEP process is the centerpiece, the heart and soul, of the Individuals with handicap. With regard to this, education Act (IDEA) it is the procedure for devising the Free Appropriate Public Education to which ever eligible child who has a disability and needs special education is at liberty.
In real sense this process mainly concerns the individually planned and systematically monitored arrangement of teaching procedures accessible settings, adapted equipment and materials (Tejeda-Delgado, 2009). With regard to this, these interventions are designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and their community, than may be available if the student were only given access to typical classroom learning.
Conversely, common special needs include learning disabilities, communication disabilities, emotional and behavioral disorders, physical disabilities, and developmental disabilities. However, Students with these kinds of special needs are likely to benefit from additional educational services such as different approaches to teaching, the use of technology as well as specifically adapted teaching area.
Generally in most developed countries, educators modify teaching methods and environments so that the maximum numbers of students are served in general education surroundings. Thus, special education development in these countries is termed as service rather than a place.
This program assists of children. Ideally, some children are easily identified as candidates for special needs due to their medical problems. However, they may have been diagnosed with a genetic condition that is associated with intellectual disability, may have various forms of brain damage, may have a developmental disorder, may have visual or hearing disabilities, or other impaired ness.
Conversely, for students with less obvious disabilities, such as those who have learning difficulties, two primary methods have been used for identifying them: the response to intervention model and the discrepancy model. Correspondingly, the discrepancy model depends on the teacher noticing that the students' achievements are noticeab...