{"id":365,"date":"2019-09-18T18:25:40","date_gmt":"2019-09-18T18:25:40","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/?post_type=chapter&p=365"},"modified":"2020-09-14T16:49:37","modified_gmt":"2020-09-14T16:49:37","slug":"iep-individual-education-plan","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/chapter\/iep-individual-education-plan\/","title":{"raw":"IEP Individual Education Plan","rendered":"IEP Individual Education Plan"},"content":{"raw":"Once a child has been determined to be eligible for services, and the child's needs and the family strengths, concerns, and priorities have been identified, the intervention plan is\u00a0outlined in detail. The program plan for most children age three and older is an\u00a0Individual Education Plan (IEP).\r\n
Participants in the IEP Proces<\/strong><\/span><\/div>\r\nIDEA expanded the requirements\u00a0of the IEP team membership.\u00a0The roles of members are included below:\r\n\r\nThe child\u2019s parents.<\/strong>\r\n\r\nThe\u00a0role of parents or guardians was\u00a0strengthened in the federal regulations (34\u00a0CFR 303.406) to make them equal participants\u00a0in developing, reviewing, and revising\u00a0the IEP for their child. This role includes\u00a0providing critical information\u00a0about their child\u2019s abilities, interests, and\u00a0development and\u00a0 articulating their concerns\u00a0related to their child\u2019s education.\r\n\r\nParents must be given the opportunity to\u00a0participate in the discussion about their\u00a0child\u2019s need for special education, including\u00a0any supplementary aids and services.\u00a0They must also be involved in the decisions\r\naffecting their child\u2019s eligibility for\u00a0and participation in the general education\u00a0environment and curriculum, including\u00a0supports that may be required.\r\n\r\nThe general education teacher.<\/strong>\r\n\r\nA general\u00a0education teacher must participate if\u00a0the child is currently\u00a0 attending or may attend\u00a0the general education program. Because\u00a0it is not known before the IEP\u00a0meeting whether a child will enroll in a\u00a0regular class, it is important that a general\u00a0education teacher attend all initial IEP\u00a0meetings, including IEP meetings for preschool-age\u00a0children. The teacher is most\u00a0likely the one who will be responsible for\u00a0implementing the portions of the IEP provided\u00a0in the general education program.\r\nHis or her role is to participate in discussions\u00a0on modifying the curriculum to best\u00a0meet the child\u2019s needs. This participation\u00a0may include determining appropriate instructional\u00a0strategies and behavioral interventions\r\nand anticipating the need for\u00a0program modifications, supplementary aids\u00a0and services, and any training or support\u00a0deemed necessary for school personnel. If\u00a0there is no regular preschool program in\u00a0the school district, someone with certification\u00a0in child development who is qualified\u00a0to work with this age group must be designated\u00a0to participate.\r\n\r\nAt least one special education teacher.<\/strong>\r\nThis teacher should be responsible for\u00a0implementing the special education services\u00a0of the IEP and may be an early childhood\u00a0special education teacher, speech and\u00a0language therapist, nurse, adapted physical\u00a0education teacher, or other service provider.\r\n\r\nAn LEA representative.<\/strong>\r\n\r\nThis person\u00a0should be qualified to provide or supervise\u00a0the provision of specially designed instruction\r\nto meet the unique needs of children\u00a0with disabilities, have knowledge of the\u00a0general education curriculum, and be familiar\u00a0with the LEA\u2019s resources.\r\n\r\nA professional who can interpret assessment\u00a0results.<\/strong>\r\n\r\nThis team member\u2014\u00a0perhaps one of those professional members\u00a0noted previously\u2014must be able to\u00a0 interpret\u00a0the instructional implications of the\u00a0evaluation results.\r\n\r\nProviders of related services.<\/strong>\r\n\r\nThese\u00a0providers may be proposed or current providers\u00a0or vendors of services for the child.\r\n\r\nAn interpreter (if required).<\/strong>\r\n\r\nOthers<\/strong>.\r\n\r\nThose who have knowledge\u00a0of the child (e.g., a relative) or who possess\u00a0special expertise of benefit to the\r\nchild (e.g., a former pediatrician) fall into\u00a0this group. They may attend at the parents\u2019\u00a0discretion.\r\n
Components of the IEP Process\u00a0<\/span><\/strong><\/div>\r\nThe required components, with a few exceptions, remain the same as those\u00a0required\u00a0under IDEA. The IEP for the\u00a0preschool child differs from the\u00a0one for young people from kindergarten\u00a0to age twenty-two years. Descriptions\u00a0of each component follow.\r\n\r\nPresent Levels of Educational Performance<\/strong>\r\n\r\nThe special education assessment for\u00a0present levels of educational performance\u00a0for persons from three to twenty-two years\u00a0of age is required only in the areas of the\u00a0suspected disability. The\u00a0 assessment must\u00a0include information on how the disability\u00a0affects the child\u2019s participation in age appropriate\u00a0activities and is intended to\u00a0focus attention on any adjustments necessary\u00a0for the child to participate in the regular\u00a0preschool curriculum.\r\n\r\nThis section outlines the child\u2019s performance\u00a0in the following areas:\r\n\u2022 Adaptive skills\r\n\u2022 Cognitive ability\r\n\u2022 Health (including hearing and vision)\r\n\u2022 Gross and fine motor skills\r\n\u2022 School readiness or achievement\r\n\u2022 Social\u2013emotional interactions\r\n\u2022 Speech and language development\r\n\r\nThe IEP should address a child\u2019s\u00a0strengths and needs in each performance\u00a0area, especially in the areas affected by the\u00a0child\u2019s disability. This section is a likely\u00a0place to note information about what motivates\u00a0the child and which teaching methods\u00a0are likely to be successful. The family can\r\nprovide a wealth of information regarding\u00a0the skills the child exhibits at home and in\u00a0other natural environments. This information\u00a0provides the team with baseline data\u00a0and identifies those circumstances that will\u00a0enhance the child\u2019s potential for success.\r\n\r\nAssessment results<\/strong>\r\n\r\nResults of the assessments\u00a0of student achievement should\u00a0be written in a manner that is\u00a0 understandable\u00a0to all team members and should be\u00a0more than just a list of test scores. This is\r\nparticularly important for young children\u00a0for whom standardized testing is often inappropriate\u00a0or, at best, inconclusive. The\u00a0inclusion of a range of abilities and descriptive information, in addition to assessment\u00a0results, gives a more accurate picture\u00a0of the child\u2019s strengths and needs when\u00a0services and goals are determined. If\u00a0non-standardized assessment is used or if\u00a0standardized assessment tools are adapted,\u00a0those conditions must be so noted in the\r\nassessment report.\r\n

Examples<\/strong><\/h4>\r\nManuel\u2019s fine and gross motor skills,\u00a0by parental report and classroom observation,\u00a0appear age-appropriate\u00a0according to developmental scales.\r\n\r\nTanya walks and runs without difficulty,\u00a0climbs a playground structure,\u00a0and is able to catch a large ball. Her skills are within age-level\u00a0expectancy.\r\n\r\nMyesha snips with scissors, copies\u00a0simple shapes, manipulates paint\u00a0brushes, and uses crayons and markers\u00a0with an appropriate grasp.\r\n\r\nJessica can follow two-step directions;\u00a0understand the concepts in, on,\u00a0and under; and identify six body\u00a0parts. She scores in the 2- to 2.6-year\u00a0range using the PLS-III measure of\u00a0receptive language. (PLS refers to\u00a0the Preschool Language Scale.)\r\n\r\nGarrett is able to produce all sounds\u00a0expected for his age. His receptive\u00a0and expressive language is moderately\u00a0delayed. He uses two-word\u00a0phrases and follows two-step directions.\r\n\r\nKim\u2019s cognitive skills are in the\u00a0below-average range at this time.\r\n
Related Services\u00a0<\/span><\/strong><\/div>\r\nThe IEP must state the special education\u00a0services, as well as supplementary aids and\u00a0services, provided to the child to meet the\u00a0goals and objectives or benchmarks developed.\u00a0There must also be a statement of program\u00a0modifications or supports the program\u00a0staff need to meet the goals and allow the\u00a0child to make progress in the regular preschool\u00a0setting. The intent of IDEA is to provide\r\nneeded services to the child in the least\u00a0restrictive environment rather than to fit the\u00a0child to an existing program.\r\n\r\nPlacement determination must take into\u00a0account all factors related to the child\u2019s\u00a0needs. There are three guiding principles for\u00a0placement decisions:\r\n
    \r\n \t
  1. The child will be placed in the least restrictive environment that meets his or her educational needs.<\/li>\r\n \t
  2. Educational need will be addressed\u00a0rather than the disability category of\u00a0the child.<\/li>\r\n \t
  3. Family desires and priorities will receive primary consideration.<\/li>\r\n<\/ol>\r\nPre-planning with the parent by reviewing\u00a0all options and observing programs\u00a0when feasible helps all participants make\u00a0well-informed decisions regarding appropriate\u00a0programs and services. A full range of\u00a0options must be available, as follows:\r\n
      \r\n \t
    • Designated instruction and services that include activities in this professional areas:\r\n
        \r\n \t
      • Adapted Physical Education<\/li>\r\n \t
      • Assistive technology<\/li>\r\n \t
      • Audiology<\/li>\r\n \t
      • Behavior management<\/li>\r\n \t
      • Deaf and hard of hearing services<\/li>\r\n \t
      • Education technology<\/li>\r\n \t
      • Group counseling<\/li>\r\n \t
      • Health and Nursing<\/li>\r\n \t
      • Individual counseling<\/li>\r\n \t
      • Interpreter services<\/li>\r\n \t
      • Itinerant services<\/li>\r\n \t
      • Language and speech<\/li>\r\n \t
      • Occupational therapy<\/li>\r\n \t
      • Orientation and mobility<\/li>\r\n \t
      • Parent counseling<\/li>\r\n \t
      • Physical therapy<\/li>\r\n \t
      • Psychological services<\/li>\r\n \t
      • Social services by a social worker<\/li>\r\n \t
      • Specialized physical health care<\/li>\r\n \t
      • Specialized service for low-incidence disabilities<\/li>\r\n \t
      • Transportation<\/li>\r\n \t
      • Vision services<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
      • General education<\/li>\r\n \t
      • Home visits<\/li>\r\n \t
      • Hospital visits<\/li>\r\n \t
      • Inclusive settings where special education services are provided<\/li>\r\n \t
      • Resource specialist program<\/li>\r\n \t
      • Special class settings<\/li>\r\n \t
      • State special schools for students who are blind or deaf<\/li>\r\n \t
      • Any combination of the above<\/li>\r\n<\/ul>\r\n
        Age Appropriate Activities\u00a0<\/span><\/strong><\/div>\r\nIDEA specifies that the IEP must include a\u00a0statement of how the disability affects the\u00a0preschool child\u2019s participation in age appropriate\u00a0activities. These activities may\u00a0be different for each family, depending on\u00a0culture, values, and responsibilities. Activities\u00a0may occur in any setting that is\u00a0typical for the child\u2019s peers, must be provided\u00a0in the least restrictive environment,\u00a0and must include activities in the home\u00a0and in community settings in which children\u00a0without disabilities participate. Age appropriate\u00a0activities may take place in the\u00a0following locations:\r\nChild care center\r\n
          \r\n \t
        • Community preschool<\/li>\r\n \t
        • Family child care home<\/li>\r\n \t
        • Head Start program<\/li>\r\n \t
        • Child\u2019s home<\/li>\r\n \t
        • Park<\/li>\r\n \t
        • Play group<\/li>\r\n \t
        • State Preschool<\/li>\r\n<\/ul>\r\nExamples:<\/strong>\r\n\r\nMatthew is able to participate in outdoor\u00a0play at a community preschool\u00a0when helped on and off playground\u00a0equipment. He needs assistance because\u00a0he has cerebral palsy.\r\n\r\nTo participate in the Head Start program, Stacy requires a sign language\u00a0interpreter because of her hearing impairment.\r\n\r\nLuis is not able to participate in a\u00a0large-group preschool setting because\u00a0of his educational needs related to Asperger\u2019s syndrome. He requires a\u00a0structured learning environment in a\u00a0small group.\r\n\r\nNote:<\/strong>\r\n\r\nThe law requires all children to\u00a0be educated in a general education setting\u00a0unless the nature or severity of a child\u2019s\u00a0disability is such that he or she cannot\u00a0learn in that setting, even with\u00a0 supplementary\u00a0aids and services. In addition, if\u00a0a child is not participating in a regular\u00a0preschool program, or in a setting that is\u00a0age-appropriate, the reasons must be explained.\r\n
          \r\n

          Frequency, Location, and Duration of Services<\/span><\/strong><\/h4>\r\n<\/div>\r\nAs in the past, the IEP must include the\u00a0frequency and duration of the special education\u00a0and related services provided and\u00a0the date when service will be initiated. In\u00a0addition, the IEP must indicate the location\u00a0of the services, such as \u201cin the classroom\u201d\u00a0or \u201cin the speech therapy room.\u201d\r\n

          Progress Reports<\/h4>\r\nIDEA requires that parents be informed of\u00a0progress at least as often as parents who\u00a0have children in the regular school program\u00a0are informed. Publicly funded preschool\u00a0programs, such as Head Start,\u00a0State Preschool, or General Child Care,\u00a0are required to hold progress reviews with\u00a0parents during the year. Private community\u00a0preschools may or may not have\u00a0regularly scheduled parent meetings to\u00a0review progress. The IEP must include a\u00a0statement of how the child\u2019s parents will\r\nbe informed of progress and how often.\u00a0Parents may be informed in a variety of\u00a0ways:\r\n
            \r\n \t
          • A progress report from the regular preschool program, which documents the\u00a0modifications Additional information from the pro\u00advider of special education or related\u00a0services regarding the child\u2019s progress\u00a0toward goals and short-term objectives\u00a0or benchmarks<\/li>\r\n \t
          • An interview with the parent during a\u00a0home visit or meeting, which the provider\u00a0documents in the child\u2019s records<\/li>\r\n<\/ul>\r\nThe parent and teacher should communicate\u00a0with each other, preferably in\r\nperson, during a progress review. An interview\u00a0allows parents the opportunity to\u00a0ask questions about the report and receive\u00a0clarification if necessary. If the current\u00a0IEP needs modification, a formal IEP\u00a0meeting must be called in accord with all\u00a0state and federal requirements.\r\n\r\nAt the annual IEP review, parents\u00a0and other team members must evaluate\u00a0the child\u2019s progress toward the goals and\u00a0short-term objectives or benchmarks and\u00a0the success of the placement and services.\r\n\r\nDetermination of continued goals and a\u00a0review of appropriate placement options\u00a0for the coming year are also required. In\u00a0preparation for this meeting, it is recommended\u00a0that the teachers talk with the\u00a0family and answer questions regarding\u00a0goals and placements to ensure that the\u00a0family has all the information necessary to\u00a0participate equally in the IEP meeting. If\u00a0the teacher or a service\u00a0 rovider (e.g., the\u00a0county mental health association or CCS)\u00a0anticipates a change in placement or services,\u00a0it is appropriate to plan with the\u00a0parents as much as possible prior to the\u00a0meeting.","rendered":"

            Once a child has been determined to be eligible for services, and the child’s needs and the family strengths, concerns, and priorities have been identified, the intervention plan is\u00a0outlined in detail. The program plan for most children age three and older is an\u00a0Individual Education Plan (IEP).<\/p>\n

            Participants in the IEP Proces<\/strong><\/span><\/div>\n

            IDEA expanded the requirements\u00a0of the IEP team membership.\u00a0The roles of members are included below:<\/p>\n

            The child\u2019s parents.<\/strong><\/p>\n

            The\u00a0role of parents or guardians was\u00a0strengthened in the federal regulations (34\u00a0CFR 303.406) to make them equal participants\u00a0in developing, reviewing, and revising\u00a0the IEP for their child. This role includes\u00a0providing critical information\u00a0about their child\u2019s abilities, interests, and\u00a0development and\u00a0 articulating their concerns\u00a0related to their child\u2019s education.<\/p>\n

            Parents must be given the opportunity to\u00a0participate in the discussion about their\u00a0child\u2019s need for special education, including\u00a0any supplementary aids and services.\u00a0They must also be involved in the decisions
            \naffecting their child\u2019s eligibility for\u00a0and participation in the general education\u00a0environment and curriculum, including\u00a0supports that may be required.<\/p>\n

            The general education teacher.<\/strong><\/p>\n

            A general\u00a0education teacher must participate if\u00a0the child is currently\u00a0 attending or may attend\u00a0the general education program. Because\u00a0it is not known before the IEP\u00a0meeting whether a child will enroll in a\u00a0regular class, it is important that a general\u00a0education teacher attend all initial IEP\u00a0meetings, including IEP meetings for preschool-age\u00a0children. The teacher is most\u00a0likely the one who will be responsible for\u00a0implementing the portions of the IEP provided\u00a0in the general education program.
            \nHis or her role is to participate in discussions\u00a0on modifying the curriculum to best\u00a0meet the child\u2019s needs. This participation\u00a0may include determining appropriate instructional\u00a0strategies and behavioral interventions
            \nand anticipating the need for\u00a0program modifications, supplementary aids\u00a0and services, and any training or support\u00a0deemed necessary for school personnel. If\u00a0there is no regular preschool program in\u00a0the school district, someone with certification\u00a0in child development who is qualified\u00a0to work with this age group must be designated\u00a0to participate.<\/p>\n

            At least one special education teacher.<\/strong>
            \nThis teacher should be responsible for\u00a0implementing the special education services\u00a0of the IEP and may be an early childhood\u00a0special education teacher, speech and\u00a0language therapist, nurse, adapted physical\u00a0education teacher, or other service provider.<\/p>\n

            An LEA representative.<\/strong><\/p>\n

            This person\u00a0should be qualified to provide or supervise\u00a0the provision of specially designed instruction
            \nto meet the unique needs of children\u00a0with disabilities, have knowledge of the\u00a0general education curriculum, and be familiar\u00a0with the LEA\u2019s resources.<\/p>\n

            A professional who can interpret assessment\u00a0results.<\/strong><\/p>\n

            This team member\u2014\u00a0perhaps one of those professional members\u00a0noted previously\u2014must be able to\u00a0 interpret\u00a0the instructional implications of the\u00a0evaluation results.<\/p>\n

            Providers of related services.<\/strong><\/p>\n

            These\u00a0providers may be proposed or current providers\u00a0or vendors of services for the child.<\/p>\n

            An interpreter (if required).<\/strong><\/p>\n

            Others<\/strong>.<\/p>\n

            Those who have knowledge\u00a0of the child (e.g., a relative) or who possess\u00a0special expertise of benefit to the
            \nchild (e.g., a former pediatrician) fall into\u00a0this group. They may attend at the parents\u2019\u00a0discretion.<\/p>\n

            Components of the IEP Process\u00a0<\/span><\/strong><\/div>\n

            The required components, with a few exceptions, remain the same as those\u00a0required\u00a0under IDEA. The IEP for the\u00a0preschool child differs from the\u00a0one for young people from kindergarten\u00a0to age twenty-two years. Descriptions\u00a0of each component follow.<\/p>\n

            Present Levels of Educational Performance<\/strong><\/p>\n

            The special education assessment for\u00a0present levels of educational performance\u00a0for persons from three to twenty-two years\u00a0of age is required only in the areas of the\u00a0suspected disability. The\u00a0 assessment must\u00a0include information on how the disability\u00a0affects the child\u2019s participation in age appropriate\u00a0activities and is intended to\u00a0focus attention on any adjustments necessary\u00a0for the child to participate in the regular\u00a0preschool curriculum.<\/p>\n

            This section outlines the child\u2019s performance\u00a0in the following areas:
            \n\u2022 Adaptive skills
            \n\u2022 Cognitive ability
            \n\u2022 Health (including hearing and vision)
            \n\u2022 Gross and fine motor skills
            \n\u2022 School readiness or achievement
            \n\u2022 Social\u2013emotional interactions
            \n\u2022 Speech and language development<\/p>\n

            The IEP should address a child\u2019s\u00a0strengths and needs in each performance\u00a0area, especially in the areas affected by the\u00a0child\u2019s disability. This section is a likely\u00a0place to note information about what motivates\u00a0the child and which teaching methods\u00a0are likely to be successful. The family can
            \nprovide a wealth of information regarding\u00a0the skills the child exhibits at home and in\u00a0other natural environments. This information\u00a0provides the team with baseline data\u00a0and identifies those circumstances that will\u00a0enhance the child\u2019s potential for success.<\/p>\n

            Assessment results<\/strong><\/p>\n

            Results of the assessments\u00a0of student achievement should\u00a0be written in a manner that is\u00a0 understandable\u00a0to all team members and should be\u00a0more than just a list of test scores. This is
            \nparticularly important for young children\u00a0for whom standardized testing is often inappropriate\u00a0or, at best, inconclusive. The\u00a0inclusion of a range of abilities and descriptive information, in addition to assessment\u00a0results, gives a more accurate picture\u00a0of the child\u2019s strengths and needs when\u00a0services and goals are determined. If\u00a0non-standardized assessment is used or if\u00a0standardized assessment tools are adapted,\u00a0those conditions must be so noted in the
            \nassessment report.<\/p>\n

            Examples<\/strong><\/h4>\n

            Manuel\u2019s fine and gross motor skills,\u00a0by parental report and classroom observation,\u00a0appear age-appropriate\u00a0according to developmental scales.<\/p>\n

            Tanya walks and runs without difficulty,\u00a0climbs a playground structure,\u00a0and is able to catch a large ball. Her skills are within age-level\u00a0expectancy.<\/p>\n

            Myesha snips with scissors, copies\u00a0simple shapes, manipulates paint\u00a0brushes, and uses crayons and markers\u00a0with an appropriate grasp.<\/p>\n

            Jessica can follow two-step directions;\u00a0understand the concepts in, on,\u00a0and under; and identify six body\u00a0parts. She scores in the 2- to 2.6-year\u00a0range using the PLS-III measure of\u00a0receptive language. (PLS refers to\u00a0the Preschool Language Scale.)<\/p>\n

            Garrett is able to produce all sounds\u00a0expected for his age. His receptive\u00a0and expressive language is moderately\u00a0delayed. He uses two-word\u00a0phrases and follows two-step directions.<\/p>\n

            Kim\u2019s cognitive skills are in the\u00a0below-average range at this time.<\/p>\n

            Related Services\u00a0<\/span><\/strong><\/div>\n

            The IEP must state the special education\u00a0services, as well as supplementary aids and\u00a0services, provided to the child to meet the\u00a0goals and objectives or benchmarks developed.\u00a0There must also be a statement of program\u00a0modifications or supports the program\u00a0staff need to meet the goals and allow the\u00a0child to make progress in the regular preschool\u00a0setting. The intent of IDEA is to provide
            \nneeded services to the child in the least\u00a0restrictive environment rather than to fit the\u00a0child to an existing program.<\/p>\n

            Placement determination must take into\u00a0account all factors related to the child\u2019s\u00a0needs. There are three guiding principles for\u00a0placement decisions:<\/p>\n

              \n
            1. The child will be placed in the least restrictive environment that meets his or her educational needs.<\/li>\n
            2. Educational need will be addressed\u00a0rather than the disability category of\u00a0the child.<\/li>\n
            3. Family desires and priorities will receive primary consideration.<\/li>\n<\/ol>\n

              Pre-planning with the parent by reviewing\u00a0all options and observing programs\u00a0when feasible helps all participants make\u00a0well-informed decisions regarding appropriate\u00a0programs and services. A full range of\u00a0options must be available, as follows:<\/p>\n

                \n
              • Designated instruction and services that include activities in this professional areas:\n
                  \n
                • Adapted Physical Education<\/li>\n
                • Assistive technology<\/li>\n
                • Audiology<\/li>\n
                • Behavior management<\/li>\n
                • Deaf and hard of hearing services<\/li>\n
                • Education technology<\/li>\n
                • Group counseling<\/li>\n
                • Health and Nursing<\/li>\n
                • Individual counseling<\/li>\n
                • Interpreter services<\/li>\n
                • Itinerant services<\/li>\n
                • Language and speech<\/li>\n
                • Occupational therapy<\/li>\n
                • Orientation and mobility<\/li>\n
                • Parent counseling<\/li>\n
                • Physical therapy<\/li>\n
                • Psychological services<\/li>\n
                • Social services by a social worker<\/li>\n
                • Specialized physical health care<\/li>\n
                • Specialized service for low-incidence disabilities<\/li>\n
                • Transportation<\/li>\n
                • Vision services<\/li>\n<\/ul>\n<\/li>\n
                • General education<\/li>\n
                • Home visits<\/li>\n
                • Hospital visits<\/li>\n
                • Inclusive settings where special education services are provided<\/li>\n
                • Resource specialist program<\/li>\n
                • Special class settings<\/li>\n
                • State special schools for students who are blind or deaf<\/li>\n
                • Any combination of the above<\/li>\n<\/ul>\n
                  Age Appropriate Activities\u00a0<\/span><\/strong><\/div>\n

                  IDEA specifies that the IEP must include a\u00a0statement of how the disability affects the\u00a0preschool child\u2019s participation in age appropriate\u00a0activities. These activities may\u00a0be different for each family, depending on\u00a0culture, values, and responsibilities. Activities\u00a0may occur in any setting that is\u00a0typical for the child\u2019s peers, must be provided\u00a0in the least restrictive environment,\u00a0and must include activities in the home\u00a0and in community settings in which children\u00a0without disabilities participate. Age appropriate\u00a0activities may take place in the\u00a0following locations:
                  \nChild care center<\/p>\n

                    \n
                  • Community preschool<\/li>\n
                  • Family child care home<\/li>\n
                  • Head Start program<\/li>\n
                  • Child\u2019s home<\/li>\n
                  • Park<\/li>\n
                  • Play group<\/li>\n
                  • State Preschool<\/li>\n<\/ul>\n

                    Examples:<\/strong><\/p>\n

                    Matthew is able to participate in outdoor\u00a0play at a community preschool\u00a0when helped on and off playground\u00a0equipment. He needs assistance because\u00a0he has cerebral palsy.<\/p>\n

                    To participate in the Head Start program, Stacy requires a sign language\u00a0interpreter because of her hearing impairment.<\/p>\n

                    Luis is not able to participate in a\u00a0large-group preschool setting because\u00a0of his educational needs related to Asperger\u2019s syndrome. He requires a\u00a0structured learning environment in a\u00a0small group.<\/p>\n

                    Note:<\/strong><\/p>\n

                    The law requires all children to\u00a0be educated in a general education setting\u00a0unless the nature or severity of a child\u2019s\u00a0disability is such that he or she cannot\u00a0learn in that setting, even with\u00a0 supplementary\u00a0aids and services. In addition, if\u00a0a child is not participating in a regular\u00a0preschool program, or in a setting that is\u00a0age-appropriate, the reasons must be explained.<\/p>\n

                    \n

                    Frequency, Location, and Duration of Services<\/span><\/strong><\/h4>\n<\/div>\n

                    As in the past, the IEP must include the\u00a0frequency and duration of the special education\u00a0and related services provided and\u00a0the date when service will be initiated. In\u00a0addition, the IEP must indicate the location\u00a0of the services, such as \u201cin the classroom\u201d\u00a0or \u201cin the speech therapy room.\u201d<\/p>\n

                    Progress Reports<\/h4>\n

                    IDEA requires that parents be informed of\u00a0progress at least as often as parents who\u00a0have children in the regular school program\u00a0are informed. Publicly funded preschool\u00a0programs, such as Head Start,\u00a0State Preschool, or General Child Care,\u00a0are required to hold progress reviews with\u00a0parents during the year. Private community\u00a0preschools may or may not have\u00a0regularly scheduled parent meetings to\u00a0review progress. The IEP must include a\u00a0statement of how the child\u2019s parents will
                    \nbe informed of progress and how often.\u00a0Parents may be informed in a variety of\u00a0ways:<\/p>\n

                      \n
                    • A progress report from the regular preschool program, which documents the\u00a0modifications Additional information from the pro\u00advider of special education or related\u00a0services regarding the child\u2019s progress\u00a0toward goals and short-term objectives\u00a0or benchmarks<\/li>\n
                    • An interview with the parent during a\u00a0home visit or meeting, which the provider\u00a0documents in the child\u2019s records<\/li>\n<\/ul>\n

                      The parent and teacher should communicate\u00a0with each other, preferably in
                      \nperson, during a progress review. An interview\u00a0allows parents the opportunity to\u00a0ask questions about the report and receive\u00a0clarification if necessary. If the current\u00a0IEP needs modification, a formal IEP\u00a0meeting must be called in accord with all\u00a0state and federal requirements.<\/p>\n

                      At the annual IEP review, parents\u00a0and other team members must evaluate\u00a0the child\u2019s progress toward the goals and\u00a0short-term objectives or benchmarks and\u00a0the success of the placement and services.<\/p>\n

                      Determination of continued goals and a\u00a0review of appropriate placement options\u00a0for the coming year are also required. In\u00a0preparation for this meeting, it is recommended\u00a0that the teachers talk with the\u00a0family and answer questions regarding\u00a0goals and placements to ensure that the\u00a0family has all the information necessary to\u00a0participate equally in the IEP meeting. If\u00a0the teacher or a service\u00a0 rovider (e.g., the\u00a0county mental health association or CCS)\u00a0anticipates a change in placement or services,\u00a0it is appropriate to plan with the\u00a0parents as much as possible prior to the\u00a0meeting.<\/p>\n","protected":false},"author":142000,"menu_order":7,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-365","chapter","type-chapter","status-publish","hentry"],"part":1272,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/365","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/users\/142000"}],"version-history":[{"count":5,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/365\/revisions"}],"predecessor-version":[{"id":393,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/365\/revisions\/393"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/parts\/1272"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/365\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/media?parent=365"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapter-type?post=365"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/contributor?post=365"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/license?post=365"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}