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Planning, Writing, and Implementing IEPs Book Summary
Planning, Writing, and Implementing IEPs Book Summary
Chapters 5-8
EDUC 521
Liberty University
Laura Lambert
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Planning, Writing, and Implementing IEPs Book Summary
Introduction
Once the present level of academic achievement and functional performance and the
measurable goals have been written for an IEP, this information needs to be used to decide what
accommodations, modifications and services need to be provided to help the student reach those
goals. This will also lead to figuring out the least restrictive environment for the student.
Chapters 5 through 8 of Planning, Writing and Implementing IEPs guides you through how to
make those decisions and then fully implementing the completed IEP. For students aged 16 or
older, this will also include creating a transition plan to help lead the student to success post-
graduation.
Accommodations, Modifications, Assessments and Services on the IEP
Part of the IEP, as required by IDEA, is to state any additional accommodations,
modifications, and assessments that a child may require based on the students PLAAFP. These
accommodations “should allow the student equal opportunity to access the curriculum and give
the student a chance to demonstrate progress” (Claxton, 2018, p.58). It is important to note the
distinction between an accommodation and a modification. An accommodation changes how the
student learns, while a modification changes what a student learns (Claxton, 2018). For example,
a student listens to an audio book instead of reading a book, this would change how the student
learned the material, but the student is still learning the same material as general students. A
modification would be the student having an entirely different book, as this would change what
material that student is learning. Accommodations or modifications may also be needed for
student assessments, but alternate assessments must still be valid and reliable to monitor student
progress. When determining that a student needs alternate assessments, state laws need to be
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Planning, Writing, and Implementing IEPs Book Summary
checked to determine what is allowed for state mandated tests and assessments as not every state
is the same and different requirements may need to be met. Some students may also require extra
services to achieve their annual goals and make progress. Information from the PLAFF and
annual goals should be used to determine and justify a students’ need for extra services,
accommodations or modifications.
Least Restrictive Environment
When determining what services and supplemental supports a student needs, keeping the
child in the least restrictive environment must also be considered. IDEA details the requirement
of the least restrictive environment as keeping the student with disabilities in the general
education classroom with non-disabled peers to the maximum extent appropriate. The
appropriate amount of supports must be determined that still allows the student to function as
independently as possible. Claxton states “providing an excess of services may actually hinder
the student from learning to function independently.” (2018, p.77). A student with a disability
should participate in the general education classroom in the same manner as nondisabled peers as
much as possible. The classroom environments range from less restrictive to more restrictive.
Regular classrooms would be considered the least restrictive, while self-contained classrooms or
alternative settings would be more restrictive. The individual students IEP should provide
enough information to determine what the most appropriate setting would be for that child to be
supported but still independent to the best of their ability.
The Transition Plan
A student’s ability to be independent is an important skill and will be extremely beneficial
as they transition to life after high school. IDEA requires a transition plan to assist students with
disabilities to achieve their post-high-school goals. The transition plan should be made in
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Planning, Writing, and Implementing IEPs Book Summary
collaboration with the student and detail a plan to help that student achieve their desired goal for
after graduation. Educators should encourage students to achieve their dreams, even though some
may be doubtful of a student’s ability to be successful. A transition assessment can be given to
help find a student’s interest, strengths and personality traits (Claxton, 2018). These assessments
can aid in the development of transition goals. Transition goals can include post-secondary
education, jobs/employment, vocational training and independent living skills. Transition
services can also be provided to help assist the student in reaching the specific goal they have.
Transition services could range from helping the student learn independent living skills to
helping them find classes related to their desired vocation. The transition plan helps guide the
student to success once they leave school to live their best adult life.
Implementing the IEP
With the significant importance of an IEP, it is essential that as soon as the IEP is created,
it should be implemented. This plan will have a significant impact on a student and how
successful they will be, it is not only required by law to implement the IEP, but also the duty of
educators to provide the best education possible to students. To fully implement the IEP, every
educator involved in the plan must be informed of their specific responsibility related to
implementing the IEP (Claxton, 2018). Action items are anything on the IEP that require
someone helping or providing services to the student. It is important that everyone knows their
specific tasks on the IEP to ensure that all the goals and student needs are met. If something is
forgotten or not implemented from the IEP, the law is being broken. Educators have a lot of
responsibility and must rely on the Lord to help guide them through this IEP process and making
decisions every day to do what is best for students, and not what is easiest.
Christian Perspective Gained
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Planning, Writing, and Implementing IEPs Book Summary
“For just as each of us had one body with many members, and these members do not all
have the same functions, so in Christ, though many, form one body and each member belongs to
all the other (Romans 12:4). This verse speaks to the importance of the IEP team, each member
has a different function and various gifts and knowledge to bring to the table, but without every
member, the team would not be complete. While creating and implementing an IEP it is essential
to work together just as the body of Christ. When the team comes together with open minds and
kindness, the student will be most benefitted, and the IEP will be created with the love and
guidance of every educator who will help that student.
Conclusion
As this book has walked through each step of creating, writing and implementing an IEP,
it has not only discussed best practices and the law, but how to walk with God through each step
to help guide you through the tough decisions that come with creating an IEP. It takes wisdom
and discernment to make the many decisions required throughout the IEP creation and
implementation process (Claxton, 2018). With time spent in prayer and guidance from the Lord,
these decisions can be made with clarity and discernment.
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Planning, Writing, and Implementing IEPs Book Summary
References
Claxton, B. (2018). Planning, Writing and Implementing IEPS: a Christian Approach. Dubuque,
IA: Kendall Hunt.
Individuals with Disabilities Education Improvement Act of 2004. (2004.) Retrieved January 25,
2018. Retrieved from: http://idea.ed.gov/
