IEP Book Summary 2
IEP Book Summary 2
Kelsey Morrison
Liberty University EDUC 521
IEP Book Summary 2
Dr. Bunnie Claxton’s book, “Planning, Writing, and Implementing IEP’s A Christian
Approach” has given special educators an opportunity to understand IEP’s at a deeper level and
with a strong Christian perspective (Claxton, 2018). In these four chapters specifically, we are
able to learn about accommodations, modifications, assessments, and services that are given to
students with learning disabilities in order to ensure their success in school. The text talks about
the least restrictive learning environment for students which creates an opportunity for students
with learning disabilities to learn alongside their general learning peers. Then, the transition
process is discussed, and this touches on the importance to develop a plan for a student with
disabilities to have after they are done with elementary-high school. Last, implementing the IEP
talks about what to do after the writing and planning part of the IEP process is over, and is ready
to be put into action.
Written within an IEP for a student are accommodations and modifications which will
ultimately help the student succeed in the classroom. According to the text, an accommodation
will change how the student with a learning disability learns and a modification will change what
the student with a learning disability learns (Claxton, 2018). Examples of an accommodation
given to a student with an IEP may include giving the student an extended due date on an
assignment or allowing breaks to be given when necessary to a student. Examples of
modifications may include giving the student a shorter test or providing extra context to a lesson.
It is also important to understand that district and state mandated assessments are given to all
students, including those with IEP’s. This requires the IEP team to discuss whether or not the
student will need accommodations or if they are allowed to make modifications. One last
important piece to an IEP is the services a student may need while in school. Whether it be
Introduction:
Chapter 5: Accommodation, Modifications, Assessments, and Services
IEP Book Summary 2
special transportation or one of the many therapy services, the IEP team will determine what the
student needs to reach goals and be successful with services.
Within IDEA, it is written that a student who has an IEP must have a transition plan with
a goal that can be achieved “The purpose of the transition plan for students with disabilities is to
help them achieve their post-high-school goals, such as attending college or having a career”
(Claxton, 2018, pg 84). While putting together a transition plan, it is important for the IEP team
to be encouraging to the student as the encouragement will only push the student closer to their
goals. In order to turn a student’s dream into an achieved goal, the IEP team will create and
In 1975 the Education of All Handicapped Children Act was passed, and children with
disabilities were given the right to attend FAPE and learn alongside their general learning peers
in the least restrictive environment (LRE) possible (Claxton, 2018). When considering the needs
of a child who has a learning disability, both the IEP team and parents may believe the more
accommodations and services the better, but that statement is not usually the case. In fact, most
students with learning disabilities have better learning and social opportunities when they are
taught in a learning environment alongside their general learning peers. The LRE does not
always mean all students with special needs will be in a regular or general classroom full time, it
means the student is in an environment with the same learning opportunities as general education
peers. A few examples of creating LRE learning opportunities include, being placed in a regular
classroom with monitoring or support, integration or spending some time in a special education
classroom and some time in a general classroom, and self-contained classroom for some students
who need full time special education learning to be successful.
Chapter 7: The Transition Process
Chapter 6: Least Restrictive Environment
IEP Book Summary 2
Once an IEP team has formulated a strong IEP for a student with a learning disability, it
is vital that the IEP is implemented throughout the student’s learning career. In order to
implement the IEP, a copy should be given to each person who works with the student, and there
should be a person who is able to implement each of the action items within an IEP. The
PLAAFP should always be taken into consideration when working through the implementing
process. Measurable annual goals, and progress reporting must be a strong deciding factor
pertaining to how the IEP is implemented. Accommodations and modifications to help the
student achieve success should be set and in place by the time the IEP is implemented. There
must be services available, with a time and place, to the student when deemed necessary. The
student must have the opportunity to receive education in the least restrictive environment with
their peers, and the determination of where that environment will be must be made. A plan of
what and how assessments are given must be followed to ensure the student has the best
opportunity of success possible. Last, a transition plan must be in place and followed in order to
ensure the student will be successful and thrive when they are done with their academic career
(Claxton, 2018).
implement the transition plan with accommodated or modified coursework that will ensure
success. During the process, students may be given a transition assessment to help develop the
goals for the plan. Measurable goals that are implemented in a transition plan are post-secondary,
jobs and employment, vocational training, and independent living goals. Some students will
require transition services may be used to help accomplish the goals. An important part of
education for a student with a transition plan, is to create learning opportunities for independent
living skills, that way the student will have a better opportunity to thrive after they are done with
school.
Chapter 8: Implementing an IEP
IEP Book Summary 2
Chapter five helped me better understand the importance of passing my decisions through
the Lord, as I consider the accommodations, modifications, and services offered to my students,
because He will lead us down the best path possible, with the fewest hardships along the way.
Chapter six makes it clear that we must provide the least restrictive environment possible for our
students, as we must not burden them and their learning career by not giving them the best
opportunity possible. Chapter seven helps educators understand that we must encourage our
students when considering their future, as our students know the plan God has for them, and we
as Christian educators must help them fulfill this will. Chapter eight leaves us with the most
amazing verse to remember, “Remember that the verse, “I can do all things through Christ who
gives me strength” (Phil. 4:13) applies to the student with a disability just as it applies to
everyone else” (Claxton, 2018, 93). We, as Christian educators must always remember that our
students are dreamers with huge goals, and we must help them achieve those goals in the best
way we possibly can. As long as we work through Christ, and let Him lead us in the right
direction, we will do the very best by our students.
Conclusion
During these chapters, I was able to gain an even deeper perspective about how the IEP
process is worked through, how the document is developed, and the best way to implement the
plan within the classroom. I now understand the difference between accommodations and
modifications that are made to help a student be successful. I understand the different services
offered to students with learning disabilities, and why it is so important for students to be placed
in the least restrictive environment. Most of all, I understand why an IEP can be so vital to a
student, and why it needs to be closely followed and implemented, “In the hustle and bustle of
Christian Perspective Gained
IEP Book Summary 2
References
Claxton, B. (2018)
IA: Kendall Hunt Publishing Company.
Dubuque,
the school day, it is easy to lose sight of what is best for the student and to focus on the path of
least resistance. Sometimes what is easier in the moment is not what is best in the long run for
the student” (Claxton, 2018, pg. 109). As an educator, I will strive to ensure all of my students
are successful, and for some, that means they need a special plan to help them reach their goals.
Planning, writing, and implementing ieps: A Christian approach.
