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Engaging Students And Parents In The Individualized Education Plan

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Engaging Students and Parents in the Individualized Educational Plan
Journal Article Review #1
LaQuita Clark
Liberty University Engaging students and parents in regards to focusing on a student’s Individualized Education Plan (IEPs) is very important to only for the student involved but also for the parent involved. Providing a safe, secure place for both parents’ and students is an important instrument. This tool provides a fair and appropriate education to all students which is covered by the federal legislation. Generally, both students and parents are invited to participate in the development of a student’s IEP. There are often times when all parents and students have little no affect in the development of a student’s goals, …show more content…

The IDEA also emphasizes on the importance of including student s and parents in the IEP process, because students will eventually transition out from high school and graduate to go on to pursue other mends of education or transition into to the career world. The authors presents a good understanding as well as a comprehensive approach to the IEPs process and the importance of consistent student and parental involvement which the author, encourages. The authors identify the need for more parent and student participation with the IEP process. The Students who participate with their IEP, develop accountability, self-advocacy, and achieve better through the instructional setting. Parents who become involved with their child’s IEP, has a greater appreciation for the teachers efforts and a relationship evolves between all parties (Cavendish, Connor, and Rediker, …show more content…

The authors give a plan that helps implementing practices in the IEP process that are easily versatile to all schools. When students are involved in the IEP processes, the authors point out that students are drawn into the process and helps them master proficiently. The authors helps us to understand that by giving parents input, allowing them to give proposed goals and interventions, and giving them a moment to freely state their thoughts and opinions; this gives parents an opportunity to actively participate in their children’s educational plan and not just be considered a spectator. The involvement from the parent helps increase participation and ownership of the

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The policy discusses supporting student success in the next section. This section discusses the importance of the parent’s role in their child’s academic success. Parent and school collaboration are encouraged to build strong learning supports and healthy development, both at school and at home. Next Policy 1140 asserts that parents and families should advocate on behalf of their student to ensure that students are “treated fairly and have access to learning opportunities that support student achievement.” (CCSD, 2015)

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We communicate daily with *Jacks mother through a home/school diary. At the beginning of each new term the class teacher, along with members of the SLT and *Jacks mother come up with new targets for his IEP (individual Education Plan). (Book 1 ST8 2.2) Our school likes to follow the saying: “It is every child’s right to be heard, listened to and taken seriously and to be consulted. ’’

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Whose Future Is It Anyways is student-directed evidence based practice that helps students gain their self-determination as well as being “designed to help students be more involved in the IEP process”(ou.edu). There are six sections, which contain 36 lessons total. All of the sections are different skills that allow the student to make processes towards being independent and are all related “to having awareness and disability awareness, decision making about transition-related outcomes, identifying and securing community resources to support transition services, writing and evaluating goals and objectives, communicating efficiently in small groups, and developing a skill to become an effective team member, leader, or self-advocate” (website).

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AZVA/ISAZ is focused on student engagement and truancy and has established a specific program for assist students and families stay engaged in the school setting through additional adult support. The U.S. Department of Education (2017) released two issue briefs on dropout prevention strategies, the first is to assign “case management to students through a social worker or school professional who advises students and connects them to services that can address their academic and nonacademic needs” and supporting students with outside support and medical services (p. 1). Through AZVA/ISAZ’s FAST program, the focus has been on a specified team of adults to support both student and family needs, through the integration of additional school supports,

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It becomes the blueprint for the student’s education for the current school year.” I think looking at the IEP in this light is so incredibly important. If teachers and parents understand that it is both the “blueprint” and an accountability tool, the IEP will be more effective and meaningful. Every student deserves to have the best possible education, and the IEP helps to ensure that this happens among students with disabilities.

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This article aims to understand two, their expectations, the reality of it and how the group might come together to aid the student. The parents will be a (hopefully) major support in helping the IEP student, and as such being able to understand their concerns, perceptions, and overall how their child will be taken care of is vital to success. The last thing the teacher should want is for the parents to feel like they’re kept out of the loop in regards to their own student’s

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The first pillar discusses the terms of an Individualized Education Program (IEP). Parents are present on the IEP team once the child qualifies as having a disability to help develop a plan. Parents are considered to be equal members of the IEP team along with the school staff. The outlined plan designates supplementary services that should be provided, lists the student’s performance, and describes how the student’s disabilities may affect their academics. This aspect of IDEA allows families to be involved in ways that explicitly provide choices and input into decisions.

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Students of both low socioeconomic status and high socioeconomic status still achieved at the same level (Hayes, 2011). Consistent communication between home and school throughout a child’s education seems to be an important factor in a student’s academic success. The school can also gain significant improvement from the helping of parents involved. As described in the article, “We are the Professionals: A Study of Teachers’ Views on Parental Involvement in School”, the author provides a teacher’s perspective on parental involvement. Baeck examines teachers’ attitudes and experiences towards parental

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This article is targeted toward all educators as well as administrators that are involved in making important decisions regarding high stakes testing and students in special education. Gordon’s research shows there is a direct correlation of dropout rates to lack of success on high stakes testing for students in special education. She also looks at student IEP accommodations and their direct link to appropriateness for assessment and instruction. Gordon’s information throughout the article is data driven, and states that there needs to be additional research to conclude information related to lack of success on assessments of students in special education regarding accommodations and dropout rates.

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Teachers and other professionals require more training to work effectively with interpreters and pick up on body language and social, nonverbal cues. Teachers also need more training to work with bilingual students and their families. Wolfe and Duran (2013) also suggested that professionals provide knowledge to parents about IDEA and current laws concerning special education, informing them of their rights and the responsibilities of the school. Parents should be provided special training about the IEP process to become familiar with the steps and their role in the meeting. Access to other parents with students involved in special education could provide parents with a network of support.

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If not it is usually they teacher that starts the meeting off and states what will be covered and why they are there. The meeting usually starts off with the child being asked various questions by the staff in their learning, things that they like and don’t like. They are then dismissed to go back to class and then the floor opens to the parents in concerns. The IEP meeting should end on understanding between the parents, teachers, and administrators in having a clear plan and understanding of how to execute the student’s learning to get them to the end goal in being prepared after their education careers.

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Parents, as the voice for their children, play a crucial part in guiding and helping to insure that labels need never to define their child and make it a deciding factor to their education. Parents must do their own research as to what is best for that particular child and their situation. Parents and teachers must make it a point to always emphasize the child's abilities and strengths and grown on that, along with their disabilities. It is also important for teachers and

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Many parents also must pick up extra time, therefor lacking time to participate in their children’s education. Parents must put forward an effort to see that their children develop good social and educational standings with parental support. There are big challenges facing ELL teachers, as they need to is ensuring that each student makes progress in reading, math, and English. Being able to accurately assess each student can be difficult, as accommodations that are allowed during testing can sometimes be of limited value. Another challenge that many teachers struggle with is that there is such a wide range of academic levels among ELL students, and preparing lessons and integrating activities that are academically appropriate for a wide range of students can be

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Every student with disabilities is also obligated to an IEP specifically for the student’s needs between the ages of 3 and 21 under IDEA. The IEP is created by a team of six or seven, depending on the age of the student. The six members are the parents, an individual that can explain the assessment results, keep in mind, the faculty of the school must not under any circumstances conduct the evaluations without parental consent. Also included is the general education teacher, a local representative from the local education department, the special education teacher and of course the student, who must be included in the meeting if the student is fourteen or older. In this IEP meeting the team members go over what has been planned for the IEP

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Parental involvement is essential to school reform. The way parents become involved and the way they should be involved

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