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Reading Summary
Kristi Carson
Liberty University
EDSP323
September 9 2022
th
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Introduction: Special Education in the Individualized Education Program
Individualized Education Program or I.E.P. is a document for students with disabilities.
The I.E.P. gives an overview of the goals, services, and strategies that will be implemented to
help each student access their learning potential. Some people may find the introduction of an
individualized education program unnerving due to personal experience with it or any previous
knowledge of it. In this blog post, the author provides a basic introduction to what an
individualized education program is and how it came about (Howe et al., 2018). The goal is to
provide anyone who might not know how an I.E.P. works but needs immediate information on
how to respond when encountering one in their day-to-day life.
Evidently, the need for an I.E.P. is on the rise, and with that, the need for universal
knowledge of this program is becoming increasingly necessary. The Individualized Education
Program (I.E.P.) was established to ensure that all students with disabilities had access to a free,
appropriate public education (Howe et al., 2018). The first version was created in 1975 under
Section 504 of the Rehabilitation Act and the National Association for Retarded Children's
Policy Statement on I.E.P.'s. Most individuals define I.E.P. as a written plan developed and
implemented by their school and home team to meet an individual child's educational needs and
goals within the least restrictive environment possible.
Section 1: Present Levels of Academic Achievement and Functional Performance
In Section 1: Present Levels of Academic Achievement and Functional Performance, Gibb and
Dyches discuss their findings on the current levels of academic achievement of children in the
United States. They also cover the functional performance of these same children. They claim a
"shrinking gap between different social classes" in both areas. Still, they note that, despite this
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improvement, all children have not reached equal levels of academic achievement or functional
performance (Duckworth et al., 2019). They start by discussing what they mean by "academic
achievement" and explain how they came up with measurements for it. Their measurements were
taken from standardized test scores. They describe several factors that can affect standardized
test results, such as quality of teaching and home environment, but insist that their method for
eliminating those factors is sufficient. Gibb and Dyches then provide tables and charts showing
the average Student Achievement Score for students in different grades (Duckworth et al., 2019).
They also give a graph showing the percentage of students passing grade-level math tests, a
graph showing the percentage of students passing grade-level reading tests, and a table
summarizing their findings from these results. They note that, as these graphs show, there is a
clear improvement in academic achievement over time.
Section 2: Measurable Annual Goals
The measurable annual goals are essential for the success of any project. Without these, a
project cannot be evaluated to determine its success. The M.E.'s help the manager meet their
goals for themselves and the organization in which they work. Gibb and Dyches argue that for
Individualized Education Program there is a need for a set of measurable annual goals (Hedin &
DeSpain, 2018). They assert that the administration can then use these M.E.'s to evaluate the
effectiveness of the I.E.P. The I.E.P. is designed to provide a full range of educational
opportunities for students, allowing them to achieve their greatest potential. With the M.E.'s,
each student will receive a carefully planned course of study that will help them meet all learning
objectives. This program would enable each student to maximize their achievement and learning
potential.
Section 3: Measure and Report Student Progress
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According to section three on Measure and Report Student Progress, it is evident that the
students will progress to a level where they can be confident in their knowledge of the units. This
is done according to a series of tests and items which must be completed. Outcomes for the
lessons are also mentioned (Hoover et al., 2021). These few tasks will help reinforce these
concepts with the students in their classrooms. Gibb and Dyches argue that this will have a great
impact on their environment and their social situation.
The method of teaching used in the text is based on a traditional way of teaching where
the students are taught exercises that teach them how to work as individuals and as a team. The
study method is used in some schools and colleges for various purposes. It makes the classroom
an exciting place where everybody is involved because all students should learn from every
lesson (Hoover et al., 2021). The study method also shows how to present a lesson effectively
through different learning methods by using visual items, auditory information, and tactile
experiences. The text methods help students become independent learners, where they can learn
without asking questions or getting help from others.
Section 4: Services needed to Achieve Annual Goals
According to Gibb and Dyches, some services are needed to Achieve Annual Goals in the
Individualized Education Program. They must have a qualified lead teacher who is well-
informed about the I.E.P. and I.H.P. goals, objectives, and interventions. A team of
knowledgeable professionals about the student's health status, related disabilities, strengths, and
weaknesses. Parental involvement is an integral component as it helps in the identification of the
student's needs. Moreover, there should be a collaboration with early intervention personnel, the
school nurse, and medical personnel (Fafunwa & Aisiku, 2022). The team should be sensitive to
the family's desires and know the home environment. There must be coordination with other
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agencies such as Social Security inspectors, local public health inspectors, public assistance
employees for Medicaid and food stamps, Head Start teachers, and child care workers (Fafunwa
& Aisiku, 2022). The team should be constantly involved in designing services to ensure that
they adhere to I.E.P. goals and are grounded in empirical evidence-based research. They must
know how to evaluate communication with parents while using appropriate techniques when
working with students who respond adversely to this kind of contact. Parents need to feel that the
system is responsive to their concerns while maintaining positive relationships with them.
Section 5: Student Participation with Nondisabled
In section five, Gibb and Dyches discuss the inclusion of a student with disabilities with
nondisabled peers in their classrooms. Gibb and Dyches discuss the need for teachers to know all
types of disabilities, awareness, accommodation strategies, and training. Gibb and Dyches also
point out that there is a need to be aware of how often to include students with disabilities in
activities without taking over while also accounting for other students who want more time
participating (Fentahun et al., 2019). There is a crucial balance between providing adequate
opportunities for all children in the classroom and carefully considering participation rates. There
are many characteristics of different disabilities, and when teachers become aware of all types of
disabilities, they can better prepare their students in the classroom. Gibb and Dyches note that
there needs to be a plan made for each student with a disability before they are placed in a
classroom.
Section 6: Accommodations and State and Districtwide Assessments
In section six, there are various accommodations that can be given to students in the
classroom, as well as assessments on state and districtwide levels to evaluate how well they are
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performing. Accommodations can include extra time to complete an assessment, using a
computer with accessibility software, or modifying an assignment. These accommodations will
all depend on the disability that a student has, so they must know how to communicate their
needs (Kern et al., 2019). State and districtwide assessments will give teachers information about
how their students are performing compared to other classrooms at the same grade level by
comparing scores from these assessments and responses to teaching evaluations. These
assessments will be given throughout the school year, so teachers can change how they teach and
what they cover to improve their students' scores.
Section 7: Transition Planning
According to Gibb and Dyches workbook, Transition Planning is one of the most
important steps in managing change. By attending to this step, employees can be better prepared
for the transition ahead and thus minimize any negative impact on workplace performance.
Transition Planning ("T.P.") focuses on proactively identifying and assessing risks from the
perspective of both human and physical capital. For an Individualized Education Program,
Transition Planning is essential to the success of the program (Johnson et al., 2020). High school
students, parents, and staff must work together during the transition process. The following are
some things that need to be included in T.P. to help ensure a smooth transition: Establish a plan
for transition, including identifying individuals involved in T.P. secondly, a Detailed description
of transitional steps and activities. Identify factors involved with Transition Planning and
implications to human capital needs, and lastly, identify policies that need to be developed or
revised based on changes in I.E.P. needs and programs. These policies deal with related areas like
construction or remodeling work, building renovations, transportation services, food services,
etc., during transition periods.
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Reference
Duckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019). Self-
control and academic achievement. Annual review of psychology, 70(1), 373-399.
Fafunwa, A. B., & Aisiku, J. U. (Eds.). (2022). Education in Africa: A comparative survey.
Taylor & Francis.
Fentahun, A. A., Asrat, A., Bitew, A., & Mulat, S. (2019). Intestinal parasitic infections and
associated factors among mentally disabled and nondisabled primary school students,
Bahir Dar, Amhara regional state, Ethiopia, 2018: a comparative cross-sectional study.
B.M.C. infectious diseases, 19(1), 1-12.
Hedin, L., & DeSpain, S. (2018). SMART or not? Writing specific, measurable I.E.P. goals.
Teaching Exceptional Children, 51(2), 100-110.
Hoover, T., Iyer, P., & Zheng, M. (2021). Creating a Case-Based Exam to Assess Student
Progress in a Health Professional Program. Pacific Journal of Health, 4(1), 3.
Howe, K. R., Boelé, A. L., & Miramontes, O. B. (2018). The ethics of special education.
Teachers College Press.
Johnson, D. R., Thurlow, M. L., Wu, Y. C., LaVelle, J. M., & Davenport, E. C. (2020).
I.E.P./Transition planning participation among students with the most significant
cognitive disabilities: Findings from NLTS 2012. Career Development and Transition for
Exceptional Individuals, 43(4), 226-239.
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Kern, L., Hetrick, A. A., Custer, B. A., & Commisso, C. E. (2019). An evaluation of I.E.P.
accommodations for secondary students with emotional and behavioral problems. Journal
of Emotional and Behavioral Disorders, 27(3), 178-192.
