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Running head: IEP WORKBOOK SUMMARY ONE
IEP Workbook Summary One
Henna Ihsan
Liberty University
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IEP WORKBOOK SUMMARY ONE
Introduction
This paper summarizes the first four chapters of Dr. Bunnie Claxton’s (2018) Planning,
Writing, and Implementing IEPs: A Christian Approach. When discussing Individualized
Education Programs, it is important for one to understand the complexity of which educators
undergo to ensure all vital details of a student’s abilities are evaluated in order to best encourage
and support a child’s educational development. For centuries, “many persons with disabilities
were merely tolerated and shut away in institutions. Rarely were these persons with disabilities
assessed and educated with the intent of helping them live a productive and fulfilling life as a
contributing member of society” (Claxton, 2018). With humble, open hearts, educators are now
able to assist all children with their right to free and equal public education. The intricate process
of IEPs not only requires the need of several specialized teachers, but also the consideration of
the law, parents within the IEP process, present levels of academic achievement and functional
performances, IEP goals, and, as always, The Lord.
The Law and Students with Special Needs
Before the mid 19th century, children with disabilities received little to no education.
Limited education services emerged for children with special needs in the late 1950’s, merely 60
years ago. Laws in favor of equal education rights for all students finally arose in 1975. The
Education of All Handicapped Children Act of 1975: EAHCA, was the first law created by
Congress to secure rights for children with disabilities. “This law was enacted to help ensure that
students with special needs were no longer ostracized by society and sent away to institutions to
merely exist” (Claxton, 2018). Fifteen years later, the EAHCA gained a new name, Individuals
with Disabilities Education Act: IDEA. IDEA allows children the right to fair public education,
individualized evaluations, specific education plans based on their evaluations, acceptance into
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an environment that best meets the child’s needs, and protection of parental rights and
participation throughout the procedure.
Parents and the IEP Process
First and foremost, it is important for a teacher to evaluate a student’s background and
home life. It is critical to understand the relationship between the child and his or her parent, as
well as the relationship between the parents. When dealing with IEPs, it is not unusual to come
across legalities between the child’s parents. Some parental situations require the mandatory
presence of court documents to further asses the child’s educational needs, such as divorce and
custody battles. Aside from determining if both parents have an equal say in their child’s
education, the IEP process is an all-inclusive program for parents. This means that parents have
the right to participate and be as involved in the IEP process as they wish. Additionally, parents
may review any documentation made about the student regarding their academic and functional
achievements. Parent participation in their child’s education, especially when creating an IEP is
essential to the student’s success in school and should be heavily promoted by teachers and
administration. Claxton (2018) stated, “a student’s achievement in school is most accurately
predicted by the extent of which the family is to: 1) create a home environment that encourages
learning, and, 2) become involved in their children’s education at school and in the community”
(p. 21).
Present Levels of Academic Achievement and Functional Performance
Individualized Education Programs are designed to adequately personalize a student’s
educational needs. In order to be effective and properly assist a child in need, educators must
first asses the student’s abilities in academic and functional performances. Academic
achievement refers to how the child does in school related subjects, e.g. literacy, science, math,
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etc. Functional performance involves the assessment of fine motor skills, e.g. brushing hair,
using cutlery, zipping up jackets, etc. Defining a student’s achievements demonstrates his or her
strengths and weaknesses, and furthermore allows the IEP team to determine where the child
stands on the spectrum of disabilities. It is pivotal for the child’s teacher to begin documenting
the child’s performance as soon as possible in a detailed manner. Thusly, identifying progress
made from the starting point to present day can easily be identified. Progress obtained will be
documented in the students PLAAFP; Present Level of Academic Achievement and Functional
Performance. “This information lays the foundation for developing reasonable annual goals and
services for the student and serves to guide expectations for student progress for the upcoming
school year” (Claxton, 2018, p. 30).
IEP Goals
The IEP team uses their expertise to create a successful learning environment for the
child in need in their current as well as upcoming school years. As mentioned throughout this
paper, creating realistic goals for a child with special needs is fundamental for determining the
progress made by the student. In compliance with the Free Appropriate Public Education Act, the
effectiveness of the goals set is evaluated through measurable annual goals. Formal and informal
assessments recorded throughout the year will demonstrate growth being made by a child with an
IEP and will also determine if any improvements need to be made in the child’s educational plan.
“When writing 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” (Claxton, 2018, p.
48). It is beneficial to refer to PLAAFP when constructing goals that a child is likely to achieve.
Christian Perspective Gained
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IEP WORKBOOK SUMMARY ONE
The first four chapters of Dr. Bunnie Claxton’s Planning, Writing and Implementing
IEPs: A Christian Approach outlines the basis of the IEP process and vital information needed
for a successful start of an Individualized Education Program. In a way, this book is constructed
as a parable, similar to Jesus’s way of teaching. Claxton (2018) added the verse, “I will lead the
blind by a way they do not know, in paths they do not know I will guide them, I will make
darkness into light before them. These are things I will do, and I will not leave them undone”
(Isaiah 42:16, New International Version). Educators must lead in the way of the Lord, with love,
guidance, and compassion. All children, including those children with disabilities can have a
successful education through the hope in the power of God. Students and teachers must
recognize the strength within, and with that, “I can do all things through Christ who strengthens
me” (Philippians 4:13, New International Version).
Conclusion
Dr. Bunnie Claxton provides readers with clear guidelines to planning, writing, and
implementing IEPs. When constructing an IEP, a team of educators is built to administer the
most suitable free, and appropriate education for a child with special needs. Individualized
Education programs are extremely personalized in effort to set the child up for success
throughout the duration of their educational journey; as it is their right to be able to have a proper
education. Parents play a vital role in the construction of a child with special needs IEP, making
it important for there to be open, respectful communication between all parties involved. Often
times parents can provide insight in their child’s functional performances which benefits
educators when creating PLAAFP. Additionally, measurable IEP goals can be obtained through
the hard work of both educators and parents. Best said, “For the Christian educator, prayer and a
humble heart should be at the forefront of this endeavor” (Claxton, 2018, p. 54).
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References
Claxton, B. (2018). Planning, Writing, and Implementing IEPs: A Christian Approach. Dubuque,
IA: Kendall Hunt.
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