Review of Important Information

Students with disabilities are placed through the IEP (Individualized Education Program) on a case-by-case basis, this is based upon the child’s individual needs. When creating an IEP a variety of personnel should be included, the student, the student’s parents, teachers, and administrator’s. Well thought out IEP’s should form the foundation for an individually designed education program. The range of placements for a student include, full time general education classrooms, special classes, special school’s, home instruction, and instruction in hospitals and institutions. The Special Education classroom is often referred to as “self-contained”. Student’s with sever disabilities are educated in these rooms. The well trained special education teacher uses a variety of instructional methods while monitoring the progress of the student. The student can focus on functional skills and daily living skills in the “self-contained” classroom. The IDEA (Individuals with Disabilities Education Act) mandates that general educators must participate in the IEP process. The general education teacher needs to actively participate in the IEP process because many objectives come from the general education requirements. Classroom teachers can integrate real life topics of current or future importance into the existing curriculum. This makes the instruction meaningful and relevant. Before the special educator writes objectives and goals for the student, a variety things should be reviewed. The educator should review current classroom grades, district and state testing, and other assessments conducted during the year as well. An annual review is required of the IEP to ensure the student is progressing on the individualized goals created. New goals and objectives need to be created to ensure progress with the student. The goals need to be measurable, positive, student oriented, and relevant.