IEP stands for "Individualized education program", and is used to help students with disabilities perform to the best of their abilities in school. All IEPs are different and are tailored to each student based on their needs. for example, a child with adhd will have a different IEP than a child with asperger's syndrome will have. Under the "individuals with disabilities education act" (idea), part of an IEPprocess is the parents' right to be involved in their child's IEP. Along with the parents, the child's teachers and the schools therapists (should there be any) are also involved as well. There is a process that needs to be followed in order for the IEP to be made and implemented.
Here is a sample IEP cover page. Each state has different IEP standards, which means that not all IEP forms are the same. There are different IEPs as well for various grades. A child's IEP plan may change as the student progresses through school. For example, the sample IEP form .
All IEP forms document who is involved in the IEP process. In order for the IEP to be effective, the student's teacher(s) are involved, as well as As the child's IEP may change from grade to grade, the teachers that are involved will most likely change as well.
The IEP also states what the goals are for the student. These goals could be monthly goals, or even yearly goals. The goals could involved academic material such as mathematics abilities, or they could involve occupational goals such as organizing classroom materials like different colored crayons. Each IEP is tailored to the student's specific needs, so if a student needs to work on mathematics, that will be part of the their IEP plan.
The IEP also discusses how often the student will be reevaluated. A student needs to be evaluated every so often in order for the IEP team to check the progress of the student. The progress of the student goes hand in hand with the goals that are set for the student in the IEP. The student is evaluated to make sure that the student is reaching their goals that were set for them.
All IEP forms document who is involved in the IEP process. In order for the IEP to be effective, the student's teacher(s) are involved, as well as As the child's IEP may change from grade to grade, the teachers that are involved will most likely change as well.
The IEP also states what the goals are for the student. These goals could be monthly goals, or even yearly goals. The goals could involved academic material such as mathematics abilities, or they could involve occupational goals such as organizing classroom materials like different colored crayons. Each IEP is tailored to the student's specific needs, so if a student needs to work on mathematics, that will be part of the their IEP plan.
The IEP also discusses how often the student will be reevaluated. A student needs to be evaluated every so often in order for the IEP team to check the progress of the student. The progress of the student goes hand in hand with the goals that are set for the student in the IEP. The student is evaluated to make sure that the student is reaching their goals that were set for them.
The Illinois state iep document:
the delaware state iep document
The IEP team consists of the people are involved in the IEP process. According to the Center for Parent Information and Resources, the IEP team consists of the student's parents. The parents know the student better than any other member of the team. they know what makes the child unique as well as what areas of schooling the child needs help. They give the team the most insight related to the student's progress outside of school.
If the child participates on a general education classroom there needs to be at least one gen ed teacher present. This teacher's role is to ensure the student's transition into the general education classroom.
Along with a general education teacher, there must also be at least one special education teacher. This teacher should know what type of curriculum that would work best for the student with ADHD so this teacher and the general education teacher work together to create the best curriculum for the student.
Another member that needs to be present at each meeting is a representative of a public agency that is knowledgeable of the student's disability and what type of help the student needs. This member knows the laws surrounding the situation and what the school needs to do in order for the results of the IEP to be as productive as possible.
A professional that can interpret the implications of evaluation results must also be present. This member's job is to look at the evaluations of the student and decided how well the IEP is working for the child.
One of the most important members of the team is an individual who has expertise regarding the uniqueness of the child. Each student is different and learns in their own way. This is extremely vital when working with a student with an IEP because the goal of the IEP is to help the student learn as much as possible and to grow as much as possible. The IEP must be tailored to that specific student based around that student's needs, strengths, and weaknesses. Without a member that knows almost everything about the student's personality and learning styles or abilities, the IEP may not be effective.
The final member of the IEP team may or not be present. The student, although the IEP is designed for him or her, is a part of the IEP team when appropriate. The student may not be part of the meetings during the elementary years, but as the student ages and becomes more aware of themself and what they need help with the most, the student may be part of the meetings.
If the child participates on a general education classroom there needs to be at least one gen ed teacher present. This teacher's role is to ensure the student's transition into the general education classroom.
Along with a general education teacher, there must also be at least one special education teacher. This teacher should know what type of curriculum that would work best for the student with ADHD so this teacher and the general education teacher work together to create the best curriculum for the student.
Another member that needs to be present at each meeting is a representative of a public agency that is knowledgeable of the student's disability and what type of help the student needs. This member knows the laws surrounding the situation and what the school needs to do in order for the results of the IEP to be as productive as possible.
A professional that can interpret the implications of evaluation results must also be present. This member's job is to look at the evaluations of the student and decided how well the IEP is working for the child.
One of the most important members of the team is an individual who has expertise regarding the uniqueness of the child. Each student is different and learns in their own way. This is extremely vital when working with a student with an IEP because the goal of the IEP is to help the student learn as much as possible and to grow as much as possible. The IEP must be tailored to that specific student based around that student's needs, strengths, and weaknesses. Without a member that knows almost everything about the student's personality and learning styles or abilities, the IEP may not be effective.
The final member of the IEP team may or not be present. The student, although the IEP is designed for him or her, is a part of the IEP team when appropriate. The student may not be part of the meetings during the elementary years, but as the student ages and becomes more aware of themself and what they need help with the most, the student may be part of the meetings.
The general educator's role in the iep process:
The general educator must be present at the IEP meetings due to their important role. The general educator knows what the curriculum for the general education classroom grade level that the student will be participating in. The National Dissemination Center for Children with Disabilities (NDCDC) says that if the child is to participate in the general education classroom that the teacher of that classroom must speak at the IEP meeting regarding what the child should be expected to be able to accomplish. This helps the IEP team to make decisions regarding what supplementary aids and services the student will need in that classroom. The NDCDC states that those aids can be in the form of an adapted curriculum that matches what the student is already able to accomplish, reading materials that are lower than the grade level of the student so that the student can build up to reading at grade level, graphics that supplement readings to allow the student to better understand readings, and if necessary the child can be given an aid that work with the student in the general education classroom.
At higher grade levels, such as middle school or high school, the student may change classrooms throughout the day, which means that the student will have more than one teacher. Each of those teachers needs to be aware of the child's IEP. Not every teacher may be able to take part in the meetings. but each teacher is allowed access to the IEP in order to review the needs of the student in order to provide the assistance that the student needs to accomplish the goals of the IEP. Possibly the most difficult part of multiple general educators working together on an IEP comes when the teachers need to meet. The NDCDC states that when it comes time to evaluate the progress made in the IEP, the teachers that are part of the IEP need to alert the entire team that it is time to meet and discuss the IEP. Without meetings such as this, a member of the IEP team could fall behind, which could mean a lack of progress for the student.
At higher grade levels, such as middle school or high school, the student may change classrooms throughout the day, which means that the student will have more than one teacher. Each of those teachers needs to be aware of the child's IEP. Not every teacher may be able to take part in the meetings. but each teacher is allowed access to the IEP in order to review the needs of the student in order to provide the assistance that the student needs to accomplish the goals of the IEP. Possibly the most difficult part of multiple general educators working together on an IEP comes when the teachers need to meet. The NDCDC states that when it comes time to evaluate the progress made in the IEP, the teachers that are part of the IEP need to alert the entire team that it is time to meet and discuss the IEP. Without meetings such as this, a member of the IEP team could fall behind, which could mean a lack of progress for the student.
Chances of ADHD in the classroom:
As a teacher, it is important to be prepared for anything and everything to happen in the classroom. According to the Center for Disease Control and Prevention, 7.3% of children were diagnosed with ADHD in 2003. The amount of cases diagnosed rose to 9.5% in 2007 and is now at 11%. That means that a classroom has the possibility of having up to 3 students that have ADHD in a classroom of 28 students. The CDC goes on to give statistics that show how prevalent ADHD is becoming.
- Approximately 11% of students have been diagnosed with ADHD as of 2011, which equats to 6.4 million children ages 4-17.
- Diagnoses for ADHD increased at an average of 3% per year from 1997 to 2006, to an average of 5% per year from 2007 to 2011.
- Boys have a 13.2% chance of being diagnosed with ADHD, while girls have a 5.6% chance of being diagnosed.
- The average age of diagnoses was 7 years old, but children were reported by their parents as having sever symptoms much earlier.
Across the country, the amount of cases of ADHD that are being diagnosed is rising every year. Certain states have more children diagnosed than others. The CDC records show that Nevada has the least amount of children that are diagnosed with ADHD at only 5.6%, while in Kentucky 18.7% of children are diagnosed with ADHD.
Depending on the state that a teacher works in can affect how many students in the classroom have ADHD. The map to the left depicts the percentage of children that have been diagnosed with ADHD between 2011 and 2012. The states that show the most amount of cases include: Louisiana, Arkansas, Iowa, Michigan, Indiana, Ohio, Kentucky, Tennessee, South Carolina, and North Carolina.
Depending on the state that a teacher works in can affect how many students in the classroom have ADHD. The map to the left depicts the percentage of children that have been diagnosed with ADHD between 2011 and 2012. The states that show the most amount of cases include: Louisiana, Arkansas, Iowa, Michigan, Indiana, Ohio, Kentucky, Tennessee, South Carolina, and North Carolina.
It is important to not only look at the amount of cases of ADHD, but it is vital to know how many of those cases are being treated. This statistic depends on the medical system of each state, as well as how many families can afford for their children to be treated for ADHD. If a family cannot afford treatment, their child will not have medication to counter the effects of ADHD. It is possible that some families may choose to not treat their child's ADHD.
The map of the percent of cases that are treated does not match up exactly match up with the map of the percent of cases that are occurring. The CDC shows that some of the states that have the most amount of cases of ADHD do not have the most amount of cases treated. Some of the states that have the most cases treated do not have the most amount of cases of ADHD. This could be because of the medical system of those states or because most of the families are able to afford treatment. The cost for treatment for one child with ADHD per year is estimated by the CDC to be between $12,005 and $17,458. Due to that high cost of treatment, it is very possible that not all families will be able to afford treatment, which means that there could more students that have ADHD that are also untreated. As a teacher, this means that teaching a classroom could be more difficult seeing as their could be untreated cases of ADHD in that classroom.
The map of the percent of cases that are treated does not match up exactly match up with the map of the percent of cases that are occurring. The CDC shows that some of the states that have the most amount of cases of ADHD do not have the most amount of cases treated. Some of the states that have the most cases treated do not have the most amount of cases of ADHD. This could be because of the medical system of those states or because most of the families are able to afford treatment. The cost for treatment for one child with ADHD per year is estimated by the CDC to be between $12,005 and $17,458. Due to that high cost of treatment, it is very possible that not all families will be able to afford treatment, which means that there could more students that have ADHD that are also untreated. As a teacher, this means that teaching a classroom could be more difficult seeing as their could be untreated cases of ADHD in that classroom.