education
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The-Individualized-Family-Service-Plan-IFSP-.pptThe Individualized Family Service Plan (IFSP) and the Individualized Education Program (IEP)
Definition of the IFSP
A plan of services for infants and toddlers and their
families. Such a plan includes statements regarding the
child’s present developmental level, the family’s
strengths and needs, the major outcomes of the plan,
specific interventions and delivery systems to
accomplish outcomes, dates of initiation and duration of
services, and a plan for transition into
public schools.
Definition of the IEP
A program devised to satisfy IDEA’s requirement that
students with disabilities must receive an educational
program based on multidisciplinary assessment and
designed to meet their individual needs. The IEP must
include consideration of the student’s present level of
performance, annual goals, special education and related
services, time in general education,
timeline for special education services,
and an annual evaluation.
FIRST THING!!!!!
(before anything else)
- PARENTAL CONSENT
- Parents as partners
- Cultural, ethnic, and linguistic differences
- Family’s strengths and needs
- Child’s strengths and needs
Process of the IFSP
SCREENING. Child Find,
established in the 1960s
(though not added to law
until 1986) as an effort to
find children with disabilities
and other special needs,
does a screening to find
those children. Those that
need further evaluation go
on to diagnostic testing.
Definition of a couple of terms …
- VALIDITY: a test that measures what it purports to measure.
- RELIABILITY: how accurate, de-pendable, and predictable a test is.
- SENSITIVITY: ability of a screening tool to identify correctly children with disabilities.
- SPECIFICITY: ability of a screening tool to correctly identify children who do NOT have a disability
Back to IFSP process
DETERMINING ELIGIBILITY. Eligibility for
special education and related services cannot be
made on a single test or assessment. The data
must be gleaned from several domains and
sources. Assessment tools must be in a child’s
native language. This does not mean a tool that
has been TRANSLATED – this screws with the
test’s validity and reliability.
IFSP process
PLANNING THE PROGRAM – to plan a
program that will benefit the family and the
child; the writing of the IFSP with all domains
considered and a part of the writing. IFSP
outlines what services will be delivered, how
they will be delivered, and what skills and areas
will be addressed.
End of IFSP process . . .
MONITORING PROGRESS and
EVALUATING THE PROGRAM: the IFSP
should be reevaluated at least once a year.
From these evaluations, the program may be
modified to better suit the
child’s strengths and needs.
TERMINOLOGY
- Service coordinator: an interdisciplinary team member responsible for integrating services and keeping the family informed and involved.
- Assistive technology: various kinds of equipment designed to facilitate learning and communication for children with disabilities.
- Itinerant special education teacher: a consultant that travels between several classrooms for service delivery
TERMINOLOGY
- AUDIOLOGIST: a specially certified professional who focuses on hearing testing and hearing impairments
- DURATION MEASURES: how long an event or behavior lasts.
- FREQUENCY COUNTS: keeping track of how often a behavior occurs
- INTERDISCIPLINARY TEAM: several different professionals working together on a common problem
- IQ TESTS: intelligence tests, norm-referenced
TERMINOLOGY
- LEAST RESTRICTIVE ENVIRONMENT: most normalized environment in which the needs of a child with disabilities can be met appropriately.
- MULTIDISCIPLINARY: involving members of various disciplines who work independently but exchange findings
- NORM-REFERENCED ASSESSMENT: instrument that compares a child’s developmental level to a normative sample of same-age peers.
TERMINOLOGY
- ORIENTATION AND MOBILITY SPECIALIST: therapist who works with children with visual impairments to teach awareness of their position in the environment, of significant objects, and how to move safely and efficiently in the environment.
- PATHOLOGIST: professional who focuses on diseases or impairments.
- PEDIATRIC OPHTHALMOLOGIST: physician who specializes in diseases and malfunctioning of the eyes in developmental years.
TERMINOLOGY
- PORTFOLIO: a carefully selected collection of a child’s work that is used to document growth and development.
- PSYCHOLINGUIST: one who studies and analyzes the acquisition and production of language
- PSYCHOPATHOLOGIST: one who specializes in viewing mental disorders from a psychological perspective.
- SECONDARY PREVENTION: providing adequate intervention services before the condition worsens or affects other areas of development.
TERMINOLOGY
- SERVICE DELIVERY MODEL: a formal plan devised by the various agencies involved in providing services to a child and his/her family.
- STANDARDIZED TESTS: assessment instruments that include precise directions for administering and scoring.
- TRANSDISCIPLINARY TEAM: a team that shares the responsibilities for assessment, program planning, implementation, and evaluation across members.
TYPES OF TEACHER
OBSERVATIONAL ASSESSMENTS:
- CHECKLISTS
- FREQUENCY COUNTS
- DURATION MEASURES
- ANECDOTAL NOTES
- RUNNING RECORDS
- LOGS, JOURNALS, DIARIES
- TIME SAMPLING
- LANGUAGE SAMPLING
- PORTFOLIO
TEACHERS SHOULD NOT:
- MAKE A DIAGNOSIS!!!
- Use LABELS to describe children
- Raise parents’ ANXIETY
- TELL parents what to do
- JUMP TO CONCLUSIONS without adequate data
TEACHERS SHOULD:
- Work well with families
- Voice concerns to families
- Listen carefully and respectfully
- Be knowledgeable
- Be culturally sensitive
- Work collaboratively with parents
- Remember that all children (and all parents) are different and unique.
PROCESS OF THE IEP
Same as for IFSP: screen,
diagnose, plan program,
monitor, and evaluate.
- Should include
- child’s present levels
- Long term goals
- Short term objectives
- Specific services to be provided
- Accountability
- Where and when
WHO IS ON THE TEAM???
- PARENTS
- Child’s regular classroom teacher
- Child’s special education teacher
- Principal or vice-principal or program head (LEA representative)
- A person who can interpret the data
- Service coordinator or equivalent
- School counselor or equivalent
- Interpreter
- Physical therapist
- Occupational therapist
- Psychologist
- Medical Doctor
- Speech-Language Pathologist
- Community support person
- Social Worker
- Orientation and Mobility Specialist
- Lawyers
- Behavior specialists
- Assistive technology specialist
- Vision Specialist
- ASL interpreter
- Other interested or involved parties
Informal Assessment Measures
Checklist: a method
of documenting the
presence or absence of
skill or behavior in a
developmental
sequence.
~class activity
Frequency Count:
keeping track of how
often a behavior
occurs.
~watch how many times players in white shirts pass ball
Informal Assessment Measures
Running Records:
detailed account of a
segment of time,
recording all behaviors
and quotes during that
time.
~write down EVERYTHING exactly
*
Informal Assessment Measures
Logs, Journals,
Diaries: a form of
observation technique
that involves making a
page of notes about
children’s behavior in a
cumulative journal.
Time sampling:
method of recording
where children are by
choice at a certain
time, measuring
attention span and
interests.
Informal Assessment Measures
Anecdotal Notes:
Factual narrative of an
incident
Portfolio: a carefully
selected collection of a
child’s work that is
used to document
growth and
development.
Informal Assessment Measures
Duration Measures:
How long an event or
behavior lasts
~ about 4 minutes
~ how many questions Will asks
~ how many letters in his answer?
~ how many times does he use the letter Q?
