ESE 601 Week 5 Discussion | Assignment Help | Ashford University
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- 09 Aug 2018
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ESE 601 Week 5 Discussion | Assignment Help | Ashford University
Week 5 - Discussion
Present Level of Performance |
This discussion is
your opportunity to demonstrate your understanding of the objective: Examine the importance of a student’s present levels of performance in
the development of an Individualized Education Program. The
discussion represents an introduction to Course Learning Outcome1 and 3 and the
MASE Program Learning Outcome 1, 2 and 5.
You play an important role in the
Individualized Education Program (IEP) team, which is required to meet at least
once annually. This federal mandate requires that all participants
meaningfully contribute information regarding the student’s current abilities,
strengths, and areas of weaknesses so that specific goals and services can be
provided. The IDEA requires the following personnel to meaningfully
participate in the IEP team process ("IDEA/IDEIA: The rights your child
has as one with a disability," n.d.) :
According to IDEA 2004, Section
1414(d)(1)(B), the IEP team includes:
i.
the parents of a child with a disability;
ii.
not less than 1 regular education teacher of such child (if the child
is, or may be, participating in the regular education environment;
iii.
not less than 1 special education teacher, or where appropriate, not
less than 1 special education provider of such child;
iv.
a representative of the local educational agency . . .
v.
an individual who can interpret the instructional implications of
evaluation results . . .
vi.
at the discretion of the parent or the agency, other individuals who
have knowledge or special expertise regarding the child, including related
services personnel as appropriate; and
vii.
whenever appropriate, the child with a disability."
The written document that results
from the IEP team meeting is akin to a “roadmap” that is specifically designed
for each student who qualifies for special education and related services.
During Henry’s annual IEP meeting,
his present levels of performance are discussed. You are still concerned
for Henry’s overall lack of academic progress and quiet demeanor. Since
you know Henry well and want him to be successful in school, you make
suggestions to the team regarding his goals.
Collaboratively developing goals for
any student is one of the most important components of the IEP
process. Because they are the basis on which appropriate services
and placement are determined, this discussion serves significant importance to
the overall plan that is developed. IEP goals must be developed based on
the student’s current levels of abilities, be measurable, linked to the general
education curriculum and reasonably met within one year.
Initial Post: First review the
results of Henry’s evaluation report explained in the Instructor Guidance and
available in the week’s resources. Next, using the Goalbook Toolkit (Links to an
external site.)Links to an external site., choose at least three
goals based on your understanding of Henry’s present levels of
performance. Because Henry’s academic grade (age) has not been specified,
you can choose whichever you feel is most suitable. Create an initial
response that explains why you chose each goal with support from the readings
and Instructor Guidance from Week Five. Additionally, specifically state
how the selected goals relate to Henry’s identified area of weakness.