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What is Individualized Education Program (IEP)

Chapter 11
Bilingual Special Education for the 21st Century: A New Interface
A legal document that is updated yearly that outlines the special education programming and services that a student is entitled to at school; the IEP is updated annually.
Published in Chapter:
Sólo Tiene Problemas de Aprendizaje: Lessons Learned From Perceptions of Disability and Diagnosis in the Dominican Republic
Lilly B. Padía (New York University, USA)
Copyright: © 2022 |Pages: 21
DOI: 10.4018/978-1-7998-9043-0.ch011
Abstract
Students from the Dominican Republic are a growing demographic in United States schools, particularly in the Northeast. As the number of Dominican emergent bilingual students in special education grows, it is imperative that educators consider transnational issues of dis/ability and language learning. In this chapter, the author explores a set of interviews with teachers in Santiago, DR, and draws connections between the interview data and recommendations for US bilingual special educators. The chapter ends with suggestions for how educators can collaborate with families to ensure that the cultural understandings, questions, concerns, and wisdom of immigrant students and families are central to the bilingual special education process.
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Chapter 3
Human Rights in the Classroom: iPad Applications for Students With Disabilities
A document for a public school student with a disability, created by parents, students, and educators, which describes how the student learns, lists modifications and adaptations, and states student short and long-term educational goals.
Published in Chapter: Human Rights in the Classroom: iPad Applications for Students With Disabilities; From: Mobile Devices and Smart Gadgets in Human Rights
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Chapter 9
School Supports for Students Impacted by Incarceration
The IEP is a legal document under the Individuals with Disabilities Education Act which specifies the special education services that a student will receive through the public school district. The IEP is written by the child study team, consisting of a representative from the school district, the case manager, a parent, a regular education teacher, and a special education teacher. Goals and objectives are based upon identified needs through evaluations conducted by the child study team.
Published in Chapter: School Supports for Students Impacted by Incarceration; From: Counseling Strategies for Children and Families Impacted by Incarceration
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Chapter 3
A Primer on the Individuals With Disabilities Education Improvement Act and Advocacy for Students Who Are Culturally and Linguistically Diverse
Refers to a written, legal document that describes specific learning goals and short-term objectives for students receiving special education services in the schools. Designed with school personnel and the parents, the IEP states the child’s present level of academic achievement and functional performance and how his/her disability impacts progress within the curriculum. It describes all the special education supports and related services to be delivered to the student.
Published in Chapter: A Primer on the Individuals With Disabilities Education Improvement Act and Advocacy for Students Who Are Culturally and Linguistically Diverse; From: Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners
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Chapter 12
Special Education Policy in the United States and Ireland: Comparisons and Analysis Through the Lens of Universal Design for Learning
A written statement for each child with a disability that is developed, reviewed, and revised in accordance with the Individuals with Disabilities Education Act.
Published in Chapter: Special Education Policy in the United States and Ireland: Comparisons and Analysis Through the Lens of Universal Design for Learning; From: Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles
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Chapter 464
Online Learning as a Form of Accommodation
A written statement for each child with a disability that is developed, reviewed, and revised in accordance with this section. (20 U.S.C. 1414 (d)(1)(A)) (Individuals with Disabilities Education Act, 1997 AU7: The in-text citation "Disabilities Education Act, 1997" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. )
Published in Chapter: Online Learning as a Form of Accommodation; From: Encyclopedia of Information Science and Technology, Second Edition
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Chapter 5
The Role of Educator Preparation Programs in Fostering Partnerships With Schools in Supporting English Language Learners, Immigrant Families, and Special Education
a program for individuals with special needs that is individualized and tailored to build on the strengths and meet leaning needs of a student with special needs. The document that describes individualized special services for children with disabilities who are 3 to 21 years of age. The IEP as described by Bryant et al., (2008) as a communication tool between the school and home which spells out what each child’s individualized education should comprise.
Published in Chapter: The Role of Educator Preparation Programs in Fostering Partnerships With Schools in Supporting English Language Learners, Immigrant Families, and Special Education; From: Bridging Family-Teacher Relationships for ELL and Immigrant Students
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Chapter 6
Doctoral Student Involvement in Online Course Development: Collaboration on an Introduction to Special Education Course
An individualized plan for a student with a disability developed by a team including school personnel, the parents, and the student that identified their levels of functioning, strengths, areas of need, goals, and supports needed to be successful Instructor interaction and presence: the relationship and sense of community developed between a professor and their students such as being visible and available during a course.
Published in Chapter: Doctoral Student Involvement in Online Course Development: Collaboration on an Introduction to Special Education Course; From: Handbook of Research on Virtual Training and Mentoring of Online Instructors
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Chapter 14
The Year of Teaching Inclusively: Building an Elementary Classroom for All Students
As outlined in the Individuals with Disabilities Education Act, students with disabilities are afforded a free and appropriate education that includes specially designed instruction as outlined and detailed in a student’s IEP.
Published in Chapter: The Year of Teaching Inclusively: Building an Elementary Classroom for All Students; From: Handbook of Research on Classroom Diversity and Inclusive Education Practice
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Chapter 11
Fostering Strengths and Supporting the Needs of Students With Disabilities
A document that summarizes student needs, recommended services, and accommodations; required for students who have a diagnosed disability and meet criteria for special education services under the Individuals with Disabilities Education Act.
Published in Chapter: Fostering Strengths and Supporting the Needs of Students With Disabilities; From: Strengthening School Counselor Advocacy and Practice for Important Populations and Difficult Topics
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Chapter 13
Meeting the Needs of Diverse ESL Classrooms: A Team Approach to the Professional Development of Educators
A written statement for a child with a disability. Once a school district determines that an EL needs special education services, it is responsible for providing those services through the development of an IEP. The IEP team is required to consider the language needs of ELs with limited language proficiency in designing the IEP itself.
Published in Chapter: Meeting the Needs of Diverse ESL Classrooms: A Team Approach to the Professional Development of Educators; From: Addressing Issues of Learner Diversity in English Language Education
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Chapter 8
Universal Design for Learning: Culturally Responsive UDL in Teacher Education
Document prepared yearly by multi-disciplinary team for a student with a disability, stating present levels of functioning, accommodations, modifications, goals, objectives, special education and related services, and other required components.
Published in Chapter: Universal Design for Learning: Culturally Responsive UDL in Teacher Education; From: Next Generation Digital Tools and Applications for Teaching and Learning Enhancement
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