Running head: CHAPTERS 1-4 SUMMARY – IEP BOOK
Chapters 1-4 Summary- IEP Book
Katelyn Oyler
Liberty University
Chapter 1: The Law and Students with Special Needs
The law has come a long way in terms of protecting the rights of individuals with special
needs. Dr. Bunnie Claxton discusses this in length in the book Planning, Writing, and
Implementing IEPs. She explained that hope began to form right around the 1950s and 1960s.
This is when many fundamental acts were passed that mandated accessibility for individuals with
special needs. These acts or laws were the building blocks of what eventually became the
Individuals with Disabilities Education Act, or IDEA. (Claxton, 2018). IDEA was designed to
ensure that all children with disabilities have access to a free public education in order to provide
each child with the skill set they need to live independently as a productive member of society.
There are six important parts of the IDEA law, including: all students have a right to a free
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Chapters 1-4 Summary – IEP Book Oyler
Introduction: Special Education in the Individualized Education Plan
When considering Individualized Education Plans, or IEPs, it is important to consider the
implications for the students for whom the plan is being written for. Dr. Claxton discusses in
great detail the evolution of the laws pertaining to the protection of children with special needs,
specifically in schools. She states that before the 1950s, students that now receive special
education services thanks to laws such as IDEA would not have had a chance to receive proper
education. These laws will be discussed in length in the summary of chapter 1, however it is
important to have a framework established regarding how IEPs and special education came to be.
If a student has an IEP, they are receiving special education services, whether that be in an
emotional support classroom, an inclusion room, or any variety of other services. An IEP is a
plan that explains in great detail how the student with special needs will have the
accommodations required for successful learning.
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appropriate public education (FAPE), they must receive appropriate evaluations in order to come
to a diagnosis, they must have an Individualized Education Plan put in place based on the
evaluations, they must be in an environment that is as minimally restrictive as possible, parents
must be involved in the IEP process, and the parents and children must be legally protected
during the evaluation process. This chapter also discussed the fact that often times parents
disagree with decisions made by the school. However, as Dr. Claxton pointed out, if it gets to the
point where the courts are required to intervene, they typically side with the school district.
Neurodiversity was discussed as well, specifically regarding the fact that differences are to be
honored and strengths in students are to be emphasized.
Chapter 2: Parents and the IEP Process
This chapter begins with a definition of a parent, as they are vital parts of the IEP process
and it is important for educators to understand the definition according to IDEA. A parent is “a
natural, adoptive, or foster parent of a child, a guardian, an individual acting in the place of a
natural or adoptive parent with whom the child lives, or an individual who is legally responsible
for the child’s welfare; or… an individual assigned… to be a surrogate parent” (Claxton, 2018).
Given this information, Claxton goes on to discuss the importance of a parent in the decision
making process, as they see aspects of their children that educators do not see. However, as
Claxton points out, divorce complicates this process. It is important for the IEP team to have
legal documentation regarding who the decision maker is in the instance of divorce. Parents have
the right to access all documentation regarding their child, as well as participation in meetings
regarding the identification, evaluation, and placement of their children. It is of utmost
importance that educators speak in honest language in their write-ups while refraining from the
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use of negative language. Parental involvement in the IEP process is vital to a student’s success.
However, the involvement must carry over into the home environment in order to truly enable
the student to succeed. It is important for educators to be aware of factors that may inhibit
parental involvement, such as communication, terminology used by the IEP team, cultural
differences, and even things as simple as difficulties in logistics.
Chapter 3: Present Levels of Academic Achievement and Functional Performance
This chapter discusses the foundation of a complete and accurate IEP, the Present Levels
of Academic Achievement and Functional Performance (PLAAFP). This section lays the
groundwork for the rest of the IEP. If this section is not completed accurately, Claxton states the
student’s ability to receive services will be interfered with. Their academic achievement will also
be delayed (Claxton, 2018). The PLAAFP must include three main portions, the student’s current
level of academic achievement, the impact the disability has on the child’s ability to continue
learning in a general education setting, and the needs that have resulted from the child’s
disability. The student’s academic achievement is based on formal and informal assessments,
while the functional performance is related to skills the student needs in order to live as
independently as possible. Although there are three main components to the PLAAFP, it is
broken into more headings, including: the student’s strengths, preferences, and interests, any data
gained from evaluations and formal or informal assessment measures, the student’s current level
of academic achievement, the effects the disability has on the student’s ability to use general
curriculum, the student’s current functional performance, and a section to describe the deficits
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the child has that require functional supports based on the effects they have on daily life. Even
before the PLAAFP is completed, each IEP must have a cover page that is a summary of the
information in their IEP. It must also have a list of participants involved and a Factors for IEP
Team Consideration section. This section serves to briefly convey the information that will be
used on the PLAAFP. All evaluations and assessments are included in this section, as well as
parent wishes and other pertinent information regarding the student that must be quickly
accessible.
Chapter 4: IEP Goals
This chapter discusses another important component of the IEP process, the measurable
annual goals. “The purpose of the measurable annual goals is to provide a 12-month plan for the
student’s educational journey” (Claxton, 2017). Claxton discusses the importance of this portion,
as it is the roadmap for the child’s next year of their life. It is of utmost importance to approach
this portion of the IEP with the respect and wisdom it deserves. An important aspect of this
section is to collaborate with other members of the IEP team when necessary. Due to the fact that
measurable annual goals must be written for all areas of the student’s needs, it is important to
include relevant individuals when the goals being written are specific to their areas of expertise.
When writing the measurable annual goals, the “ABCD” method must be followed. Each goal
must specify the audience (the student), behavior being worked on, criterion under which the
child will perform, and how the progress will be documented. Each annual goal must have two
benchmark goals, or short-term goals, that are time-sensitive and contain the behavior being
modified, the condition under which the modification will occur, and the criterion that must be
met. These benchmarks often include dates in the middle of the year (26 weeks) and at the end of
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the year. When choosing goals for the child, it is important to remember that the goals are being
written for the child and his/her well-being, not for the teacher, parent, specialist, etc. Students’
needs must always be considered first and foremost in all situations.
Christian Perspective Gained
These chapters have provided me with great insight regarding approaching s from a
Christian perspective. Specifically, the chapter discussing measurable annual goals really spoke
to me regarding the connection between faith and teaching. The “Team Approach” section begins
with commentary on Proverbs 15:22, which states “Plans fail for lack of counsel, but with many
advisers they succeed”. This is important to remember as a member of an IEP. God has placed a
call on my life to be an educator and I must adhere to His word, even when I try to revert to my
natural tendencies of taking on all of the work by myself. The author’s commentary on Romans
12:4-6 regarding the members of the body of Christ was also an important perspective to
consider, as each member of the IEP team brings a different area of expertise to the table and it is
important to respect and value their opinions, just as Christ has taught us to.
Conclusion
In conclusion, Dr. Bunnie Claxton’s initial chapters have enlightened me in regard to the
world of IEPs. The framework provided in chapter one regarding the laws that led to IDEA was
crucial in understanding how the IEP came to be. Chapter two shed light on the area of parental
involvement in the planning process. It is important to remember that parents are one of the most
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crucial members of the IEP team, as they see the child in his or her natural environment. It is
important to explain things to them in terminology they will understand and to consider their
opinions as completely valid. Chapter three discussed the PLAAFP, the foundation of the IEP. I
learned about the academic and functional information to include, other supplemental
information, and how all of these things tie together to work toward the information covered in
chapter four, the measurable annual goals. These goals plan the next 365 days of a child’s life, so
collaborating with a team of experts in order to come up with the best plan for the child is
crucial. Overall, these chapters have given me insight into the IEP preparation process and have
provided me with important information I will use as a member of an IEP team.
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References
Claxton, B. (2018). Planning, writing, and implementing IEPs: A christian approach. Dubuque,
Iowa: Kendall Hunt Publishing Company.
