Running head: IEP BOOK SUMMARY
Workbook Summary Two
EDUC521: Workbook Summary Two
Tarasha Pierce
Liberty University
Dr. Jimmy Woodward
September 23, 2018
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Introduction
Dr. Claxton objective in the last four chapters is to provide more guidance on how to navigate
through the IEP process. Readers come to understand that without planning for future events they
fail to create successful IEPs; therefore they fail to create self-directed students. I find love for
these chapters as I revisit the IEPs and receive teaching on how to make the necessary
accommodations to how the students learns, modifications to what the student is learning and
review the importance of updating documentation (Claxton, 2018). All of this guidance helps the
reader, like me, provide environments that will test and enhance the student’s intellectual
educational experience; removing least restrictive environments or LRE. Some of the objectives
remind me to use my spiritual weapons of warfare to conquer through the difficulties of
implementing an IEP. Lastly, as I come to know the actions required within the IEP and the
person’s necessary to help carry them out, I build a successful IEP; therefore I witness a
successful self-directed student.
Chapter Five: Accommodations, Modifications, Assessments, and Services
Chapter five, is what I call, “The how to fight the good fight,” guide. It reminds me of the
scripture 2 Timothy 4:7 “I have fought a good fight, I have finished my course, and I have kept
the faith” (King James Version). This chapter reminds the reader to plan for a course that will
require perseverance. We are reminded that we are not creating an environment that removes
obstacles, but we create IEPs that help children endure through educational hurdles. “The purpose
of the IEP is not simply to make the student’s life easier. If that were the case, we would just
eliminate the challenging assignments” (Claxton, 2018, p.58). We persevere with two tools,
accommodation and modification. Accommodations change how the student learns and helps
advance through educational hurdles without decreasing the learning expectations that would
prevent the student from displaying progress (Claxton, 2018). Modification allows for us
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educators to change what a student learns. This means we must revisit the PLAAFP forms from
chapter three to make assessments and provide services to ensure that the goals and
measurements are both accommodating and modified to meet the student needs. We then update
the documentation to reflect the necessary changes.
Chapter Six: Least Restrictive Environment
As we talk about advancing through educational hurdles, Dr. Claxton continues chapter six
with information and examples of how to create self-directed children. Students cannot advance
through educational hurdles when certain restrictions are present. We can create self-directed
children by putting them in a Least Restrictive Environment or LRE (Claxton, 2018). Restrictions
prevent children with disabilities the opportunity to be challenged; the opportunity to display
progress. We, the IEP team, must go back and use the tools of chapter five and make assessments
to determine if the student needs are being meant; socially, emotionally, and academically. We
cannot afford to be solely focused on academic progress without noticing a connection to the
emotional and social environment. “Therefore the intent of placing a student who has a disability
in a regular classroom according to the LRE is not just to place him or her physically in the same
location, but to provide comparable instruction and social interaction” (Claxton, 2018, p.77). So
the student continues to receive the necessary accommodation and modification and becomes
challenged in a regular classroom setting to learn self-direction.
Chapter Seven: The Transition Process
We create self-directed children with disabilities so that they can be active members in the
economy. “Many students who are 14-18 years old are still unaware of the skills they possess that
would serve them as an adult intending to get a college education or take advantage of a career
opportunity” (Claxton, 2018, p.84). So we ask ourselves how to make the connection of skills
and career opportunities, because although educational disabilities are present, it doesn’t remove
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the child’s desires to be an active member of society. Chapter seven helps me understand how to
prepare those students for post-high-school dreams and aspirations (Claxton, 2018). Dr. Claxton
reveals the impact educators have and their ability to influence and motivate the children to obtain
their life goals. We see this accomplished with a transition plan. This plan directs the children into
their desired career by focusing on their area of expertise, providing services that support them
and teach them independent living. In addition to the IEP, transitions plans must be reviewed
annually.
Chapter Eight: Implementing and IEP
To successful implement IEPs we must delegate responsibility to the appropriate individuals.
Chapter eight is about knowing who is a part of the IEP team and what role they play. We are
seeking accountability in this chapter to ensure that educational growth is achieved through the
required educational and therapeutic services. Frist the team must understand what actions are
essential and what time frame is necessary. So we continue to revisit the IEP; in order to
implement the proper services we ensure that the student’s IEP is readily available to all service
providers and teachers (Claxton, 2018). Also as we revisit the PLAAFP we bear in mind that
changes may occur, so we make accommodation, modification and update the documentation. To
conclude this chapter we revisit who is on the IEP team. While there are many members to this
team, to remain accountable throughout the process of implementing the IEP we fix our eyes on
the leader of the team. And if you’ve forgotten who should be the leader of the team, you are
reminded that God is the head.
However when He, the Spirit of Truth, is come, He will guide you into all truth;
for He shall not speak from Himself, but whatsoever He shall hear, that shall He
speak; and He will show you things to come. (John 16:13 King James Bible)
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As the head of the team, God will provide encouragement and strength to continue during difficult
times (Claxton, 2018, p.98).
Christian Perspective Gained
“So we fix our eyes not on what is seen, but on what is unseen, since what is seen is
temporary, but what is unseen is eternal” (2 Cor. 4:18, New International Version). Educating
children with disabilities isn’t a task for everyone, and for those who have chosen to be a part of
the special education department require encouragement and guidance. A student could be
removed from the IEP program because they actually advanced through the annual goals and no
longer require special education assistance. This is an example of the temporary circumstance that
the scriptures speak about. As a result, Dr. Claxton challenges the believer to see how keeping our
eyes fixed on God helps us navigate through the entire IEP process. If unforeseen
accommodations and modifications are necessary for the child’s success we don’t become
discourage educators, instead encouraged. Also, when we are in need of collaborating with other
team members the standards of Christ teaches us how to treat one another. As believers we apply
the word of God to every area of the educational experience in order to persevere, receive
guidance and create an opportunity of hope.
Conclusion
We have a guide on how to implement IEPs, when necessary the team makes
accommodation and modification to the annual goals. There are times when things may change so
we as educators must be keen to the possibility of negative and positive development. We create
assessments and provide services that create stimulating atmospheres for student progress. We
accomplish this by providing both the general and special educational services; barriers that might
prevent an intellectual educational experience for the students only create a restrictive
environment. We are reminded that we are creating self-directed students. Our goals ultimately
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must provide assessment and services that also include a transition plan to help direct children
from K-12 into the college and career experience. Knowing what the action items consist of and
who is assigned to them will ensure the successful completion of the IEP program (Claxton,
2018). Lastly, keeping our eye on Christ and seeking spiritual guidance will help us complete the
task at hand and work with one another through difficult times.
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References
Bunnie, C. (2018). Planning, Writing, and Implementing: A Christian Approach. Dubuque, IA:
Kendall Hunt Publishing.
