IDEA Intervention

The IEP is created by a group of individuals who play an important role in the student’s success. Those that should be involved in the creation of the IEP are the parents of the students, at least one regular education teacher of the student, at least one special education teacher, a representative of the LEA who is able to supervise the plans, someone who is able to interpret evaluation results (may be someone already on the team), any other person who has knowledge about the student, and whenever possible, the student with the disability (Gibb & Dyches, 2016). The evaluation results will be used to decide the child’s eligibility for special education and related services and to make decisions about an appropriate educational program for the child. Once the student is tested and determined eligible for services the IEP must be written.

Then the article discusses the similarities and differences between an IFSP and an IEP. The IFSP starts with a child who is younger than three years old. This takes place in the family home or a child care center. The importance of the IFSP is to help the parents learn and deal with their child’s disability. The focus stays on the parent’s role in supporting the child’s learning development (Ray, Pewitt-Kinder, George, 2009). When the child turns three and older then they transition to an IEP. The IEP is different from the IFSP as it focuses more on the child. The child is evaluated and given goals specifically for them to help them to learn in a school environment. Although they focus on different people they are the same in that it is important

The Individuals with Disabilities Education Act (IDEA) greatly emphasizes the participation of the child’s family during the Individualized Education Program (IEP) process. Parents and/or caregivers are considered one of the most essential members of their child’s IEP team. Their involvement benefits their child’s overall academic success. Unfortunately, full parental involvement does not always occur and there can be many different reasons for their nonparticipation. The IEP process can be a very overwhelming experience for families with children with special needs, especially for those who are culturally diverse. It is the job of the professionals and special education teachers to understand the importance of collaborating with family’s

While all children can be referred for evaluation for special education, not all are found to be eligible. The student will be tested in all areas related to the child’s assumed disability by the multidisciplinary educational team. In order to be eligible for special education services, the child’s assume disability has to impact the child’s ability to learn. Parents represent the child’s interests. They need to stay informed and involved in their child’s education. IDEA of 2004 strengthened the role, as well as the responsibility, of parents and ensures that they and their families have opportunities to participate in their child’s education. IDEA also protects the rights of parents by ensuring that they can be members of the IEP teams. Parents can be involved in the evaluations and placements of their children and have a say in what happens.

Several students have IEP (individualized education plans) at my school. An IEP puts into writing the specific, individualized requirements for the child's education that must be fulfilled for that child to have an education which is commensurate with

In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and

She states by the time the Education for All Handicapped Children Act (EAHC) changed its name to Individuals with Disability Act (IDEA) made a successful law recognized by the Congress, which provided earlier services to lessen the effects of disability (Smith, 2013). The Congress realized that earlier intervention would lower special education costs and promote greater independent living for people with disabilities (Smith, 2013). Furthermore, the new amendment established systems of care for toddlers and infants as well as services to children at risk for disability and a multidisciplinary evaluation individualized in a family service plan. The research focuses on the child's participation in play an everyday activity, recognizing that children can easily generalize skills learned in their natural environment. Between 54 and 64 percent of children receiving early intervention services met developmental age expectations at age 3(Smith, 2013). She also mentions the transitions special needs children experience between

Special factors that may interfere with implementation and success of the IEP must also be discussed. Does the child’s behavior interfere with their learning or the learning of others? Does the child have language needs due to limited proficiency in English? Does the child have communication needs? Are they deaf or hard of hearing? Do they need assistive technology devices and services? If any of these factors are relevant for the child, the team must address the factor in the child’s IEP (Parent Center Hub. (n.d.)). A statement addressing each factor will be created with goals, interventions, supports, and strategies for each particular

It is no question that children with developmental delays or disabilities require extra attention to ensure that they are successful and independent adults in the future. Early intervention is a measure that is taken worldwide to achieve these goals and is based on the concept that cerebral plasticity is at its prime in the earlier stages of life [1]. The Early Intervention Program (EIP) in the United States was first created under the Individuals with Disabilities Education Act (IDEA) in 1986. In New York State specifically, EIP has been in effect since 1993 [2]. The program offers a wide range of services for both the child and his/her family from family education and counseling to speech pathology and audiology.

Child Find requires school districts to locate, identify and evaluate all children who are suspected to have a disability (20 U.S.C. 1412(3)(a)). Therefore, it is imperative that students are assessed in all areas of suspected disabilities (Ed. Code, § 56320(f)). An Individualized Education Program (IEP) can also be implemented. An IEP states the child’s present academic level and functional performance. IEPs also include academic and functional goals that are designed to meet to child’s needs based on their disability (34 CFR, § 300.320 (1), (2)(a)(b)). IDEA also states that free and appropriate public education (FAPE) is available to all children with disabilities who are between ages 3 to 21 (20 U.S.C.

An Individualized Family service plan was designed for children ages birth to age 3. Special education services requirements, have to be established by a professional in order for a plan to begin. IFSPs are based on a family-based approach, which is when parents are active collaborators in their child’s development. During infancy and toddler years’ children diagnoses are identified as a child having developmental delays, instead of a child with a specific diagnosis. Interventions, support, and services, are provided from health and human services. Education is also a service that is supported in an IFSP.

Early interventions services are provided to children ages 0-2 with special needs and their families or designated caregivers.

Early intervention plays a prominent role in children with intellectual disabilities. Daycares often notice any risk that a child may show early one. Being around children their own age and noticing a child is not at a certain milestone or close to the milestone should be brought to the parent’s attention. At this point the parents can watch and see if the see the signs at home and bring the information or concern to the child’s medical Doctor as soon as possible. Often times the daycare facilities have personal that will work with child while they are they and will help in the transition to the public school system when age appropriate. This a huge factor in keeping children on their upward path. At the public school they will have an IEP that is for that child only. In the IEP it will state what services the child will need to reach their education goal.

Our country’s Legislative system has set many laws in place to protect the educational rights of all students, which allows for students to have a greater opportunity for educational success with funding levels varying between the states. Hooper and Umansky’s book, Young Children with Special Needs, states that the majority of early childhood intervention programs began under the "umbrella of Maternal and Child Health (MCH),” which was put into place in 1935 in accordance with the Social Security Act. The Americans with Disabilities Act and the Individuals with Disabilities Education Act (IDEA) are two programs stemming from this historical piece of legislation. The Americans with Disabilities Act was an anti-discrimination law that allowed for more students to have access to certain facilities and resources giving them a better chance to succeed in their education. IDEA made it mandatory for the state to provide special education service programs for children between the ages of three and five. The parents with children who are included in IDEA typically receive grants to help them fund their child's education. Another piece of legislation that is widely utilized in classrooms today is the Individualized Family Service Plan (IFSP). This plan develops a plan of action for the family with children that receive special education services and allows the information to further assist the child beyond school grounds. In use today is the Affordable Care Act (2012) that allowed for programs to be funded that look to prevent and care for children

Provide Assistance with children who have an IEP It is understood that when a parent is worried or concerned for their Child’s academic performance they contact the school to set up a meeting with the school's child study team. A child study team consists of a psychologist, a learning disabilities consultant and social worker. From that point on they will discuss the needs that would be better suited for the child’s academic performance. For instance, the social worker along with the child study team must follow certain guidelines set by law and must be included in every Child’s IEP. For this reason it must state the Child’s performance in school during the present term, it must also include educational goals, including the support and services that the school will provide to help each student meet these goals, it also includes modifications and the accommodations to help with their progress, accommodations when taking standardized tests, and a report of how and when the school will measure the child’s progress toward annual goals, and the transition planning that prepares for life after high school. (Stanberry, 2017)