Caley Hall
May 28, 2019
EDUC 521 – B07
Introduction
Individual education plans are essential to the special needs community. The ability for
teachers, administrators, parents, and students to come together for the good of the student is an
extremely beneficial concept. It is important that educational laws require certain standards for
IEPs. These laws are not just beneficial to the student but also to the teacher. They give both the
student and the teacher a road map to follow throughout the school year as well as a plan for the
students’ independent future. The students’ personal goals are established and eventually reached
by the student. An IEP allows the student to feel a sense of accomplishment and confidence in
reaching goals similar to what their peers are also accomplishing. God does not make mistakes
and individuals with exceptionalities are a great example of this. His ultimate plan reveals the
wonder of His majesty and the perfection of imperfection.
The Law and Students with Special Needs
Before the enforcement of laws regarding individuals with special needs, those with
exceptionalities were sent to care giving centers that acted more as day cares than educational
promotional centers. According to Claxton, “In 1975, Public Law 94-142, The Education of All
Handicapped Children, was enacted by congress to support states in protecting the rights of
students with disabilities by meeting their needs and improving their educational outcomes”
(2018, p. 2). The Education of All Handicapped children was the precursor to IDEA (Individuals
with Disabilities Education Act). Before these laws were enforced many students were prevented
from accessing educational opportunities. These laws require that a special needs student’s are
offered a free appropriate education in the least restrictive environment possible. IEPs are not
created just to simply get a student from one step to the next but to prepare them for independent
lifestyles which is why these laws are so important.
Parents and the IEP Process
The parents of the student with special needs are a vital component of the IEP process.
The parents not only provide essential information about the home life and characteristics of the
student but they also are essential in establishing and fulfilling goals set out by the IEP team. The
parents have the responsibility to carry on the goals at home, therefore it is important for them to
be involved in the creation of the goals. In the case of divorced parents, it is important to remain
focused on the best interest of the student regardless of what the marital status is. Claxton (2018)
states, “The more we can support parents in this endeavor, the more likely it is that we can help
their child succeed” (p. 21). As a teacher in this field, it is important to teach parents to also
become educators at home to the best of their abilities.
Present Levels of Academic Achievement and Functional Performance
IEPs are required to be specific enough to reach the academic needs of the student. The
IEP does not just meet the academic needs of the student but also the social, emotional, and
physical needs of the student. When creating the IEP, the first step is, “completing the student’s
PLAAFP. This information lays the foundation for developing reasonable annual goals and
services for the student with special needs” (Claxton, 2018, p. 30). Academic achievement is
defined as, “a child’s performance in academic areas” whereas functional performance refers to
skills that may not refer to a students’ academic performance (p.36). Functional performance
focuses more on successful independent living skills as opposed to academic success. Even
though each area is different they both must be recognized in the PLAAFP. Formal and informal
assessments are required to assess academic achievement. They are useful to provide information
about the students’ academic and functional progress.
IEP Goals
Measurable annual goals are 12 month plans for the students academic journey. This part
of the IEP is essential to the future goals of the student and therefore is very essential to their
success. These goals determine if the student is academically progressing throughout the school
year or if they are struggling. If the student is not reaching their goals it is essential that the IEP
is revisitied by the team to ensure that the student is reaching the requirements designated by
FAPE. Claxton states that, “When writing the annual goals, the IEP team must also address all
areas of the student’s needs which may include academic, functional, social, behavioral or other
areas” (2018, p. 48). IEPs take into account all of the needs of the student. IEPs do not typically
look the same compared to other schools because they vary from districts. Despite that fact, they
all serve the same function which is to benefit the student.
Christian Perspective Gained
God shows his powers in miraculous ways. Often times special needs individuals are
looked over but in reality they are similar to everyone. God created these individuals to prove
that imperfection is society’s eyes is perfection in His. The laws and regulations set in place for
the academics of special individuals has grown over time and has created a much more accepting
world. The implement of an IEP significantly can change the life of a student academically,
emotionally, and socially. Claxton (2018) states, “As Christians, we are taught in the Bible that
that wisdom and understanding come from the Lord” (p. 30). God has created these individuals
in His perfect plan. Wisdom may not look the same to everyone but God provides it in His own
way. IEPs are a great way of creating realistic goals and assessing them for exceptional students.
Thankfully, educators have the opportunity to spread education and God’s love into the lives of
their students.
Conclusion
IEPs are essential in the special needs world. They set the foundation for goals,
expectations, and direction for those with exceptional needs. Students, parents, administration,
and teachers all benefit from the criteria laid out for the student. According to Claxton (2018), “If
it is determined that the student is not making progress, adjustments need to be made to ensure
the student’s right to a FAPE are not denied” (p. 47). It is important that the entire IEP team is on
board with the end goals of the student so that they are receiving the best education they possibly
can. IEPs are not something to take lightly and require a great amount of teamwork. The one
aspect to remember when creating the IEP is that everyone involved is rooting for the benefit of
the student. Because of the fact that all members have the same goal, teamwork should always be
instituted for the benefit of the student.
Reference
Claxton, B. (2018). Planning, writing, and implementing, IEPs a Christian approach. Dubuque,
IA: Kendall Hunt.
