Individualized Education Programs student’s interests and preferences

Individualized Education Programs student’s interests and preferences

This essay entails a paper on the Individualized Education Programs and the student’s interests and preferences in theirtime in school. Individualized Education Programs helps the learners to choose the different kind of topics or choose what they want to learn in school.

Individualized Education Programs student’s interests and preferences

Firstly, special education teachers are responsible for developing and implementing Individualized Education Programs (IEPs) for students with exceptionalities. This assignment allows you to demonstrate your ability to use multiple types of assessment information from a provided case study to develop an IEP for a student with an exceptionality.

Also, individual abilities, interests, learning environments, and cultural and linguistic factors should be fully considered in the development of the IEP to ensure it meets the academic and functional needs of the student.  Use the provided case(s), the information below, and the IEP template to develop an IEP for the student. Be sure to review the IEP evaluation rubric carefully to ensure each section of the IEP fully addresses the required criteria.

Furthermore,  use the assessment data provided in the selected case study to identify the student’s interests, preferences, strengths and areas of need, including assistive technology and/or accessible materials.
Fully describe the effect of the student’s disability on his or her involvement and progress in the general education curriculum, including the student’s performance in academic as well as functional areas.

Complete the following in the IEP template:

Secondly, develop measurable and observable annual goals for each area where the student’s disability affects his or her progress in the general curriculum. There must be a direct relationship between the goals and the PLAAFP. Be sure to include:
The student’s name. The condition under which the behavior will be performed. The target date/timeline for goal attainment.

Thirdly, develop measurable and observable short-term objectives for each goal. Be sure to include:
The student’s name. The criterion to which the level of performance at the goal will be achieved. The target date/timeline for goal attainment.

Also, develop modifications/accommodations that will allow the student equal opportunity to access the curriculum and demonstrate achievement. Accommodations/ modifications also provide access to nonacademic and extracurricular activities and educationally related settings.  Identify frequency, location, setting, and duration.

Lastly, identify supports for school personnel. For example equipment, consultation, or training for school staff to meet the unique needs for the student.