using the iep to support students with a strength-based focus
DESCRIPTION
Using the IEP to Support Students with a Strength-Based Focus. Lee Ginenthal, ICSD Jenn Gondek, TST BOCES. Session Targets:. Use person-first language when describing students. Use the Individualized Education Plan (IEP) to support individual students’ strengths and needs. - PowerPoint PPT PresentationTRANSCRIPT
Using the IEP to Support Students with a Strength-Based Focus
Lee Ginenthal, ICSDJenn Gondek, TST BOCES
Session Targets:
• Use person-first language when describing students.
• Use the Individualized Education Plan (IEP) to support individual students’ strengths and needs.
Individualized Education Plans
I.E.P.
Person-First LanguageInstead of this…. Say This….The learning disabled student, Gail.
Gail has a learning disability.
Jeff is retarded. Jeff has a cognitive disability.Torey is nonverbal. Torey communicates with her
eyes and switch device.Ben is in special ed. Ben receives special education
services.Dennis can’t write. Dennis writes using the computer.Anna has vision problems. Anna needs a magnification
device.
Small Group Brainstorm:
Based on this disability, whatdo you expect to see on the IEP
and in the classroom?
Share-Out
•Academic Achievement, Functional Performance, and Learning Characteristics•Social Development•Physical Development•Management Needs•A statement on the effect of these needs on his/her progress in the general education curriculum
1. Read the PLEP2. Describe Matthew usinga strength-based approach.
What? How well?
How will we know?
When do we
assess?
Special Ed. Services
Related ServicesProgram Mod. and Accom.
Supplementary Aids & Services
Assistive Technology
TESTING ACCOMMODATIONS
Testing Accommodations
Flexible Setting
FlexibleTiming/
Scheduling
Method of Presentation
Method of Response
• Test passages, questions, items, and multiple choice responses read aloud to student
• Scribe for writing• Directions read aloud • Language in directions simplified• Extended time • Reduce number of test items per page• A ten minute break for each 40 minute test period• Use of calculator• Test administered in a separate location• Test administered individually• Masks or markers to maintain place• Word processor used to type responses over 2 sentences.• Multiple choice answers recorded in test booklet.
3 THINGS YOU LEARNED
2 QUESTIONS YOU HAVE
1 SUGGESTION FOR FOLLOW-UP