Individualized Education Programme

Individualized Education Programme

Individualized education programs are designed for students who experience a delay in skills (Burns, 2006). They may also be affected by other disabilities that inhibit them from learning usually like their colleagues. The teachers, parents, and every other stakeholder needs to understand their role in the development of such students.

Individual education teachers should offer data about the daily routine of the child that will assist in shaping the child’s present level statement (Burns, 2006). This can be obtained from them observing the child on a day-to-day basis. Since the teachers spend adequate time with the students, they can discover and collect important data that will help in the evaluation of the student.

The teachers can also analyze the academic performance of the student and then deduce data from this that they can then offer other stakeholders (“Individualized Education Plan (IEP)”, n.d). The child can be assessed like all the other students, and then their results analyzed so that the stakeholders get a grip on the condition of the child. This will then help them improvise a better-Individualised education program that will be effective for the sake of the child.

The teacher should offer adequate data concerning the student’s behavior as well as their reaction to certain stimuli (“Individualized Education Plan (IEP),” n.d). This will help in the program as what needs to be added will be added, and if something has to be removed, it will be removed from the individualized Education Programme.

A transitional plan is the most critical stage in the case of students who are in the Individualized Education program. The transitional plan is required for the child to go through a successful transition into another stage in life. The plan outlines transition achievements and other services that the student might need. It should begin when the child nears the age of sixteen years.

Parents play a major role in the transition planning process of students. They know the child better than anyone else, and their input is essential as they offer useful information that can help structure the transitional planning. While parents are the most important players, there are other players, some of whom are outside players, but their representation is essential in this stage of the student’s development.

An outside representation might be included depending on the child’s specific needs (“A Whole New World: Students with Disabilities Transition to Postsecondary Education,” n.d.). This is the case where the child is considered special, and as such, a professional will be needed in his case. For instance, staff from the employment agency might be included in the student’s transitional process. They are essential as they advise on the best chances out there in the employment sector that will suit such students. This will guide the other members to structure the individual student in this direction.

Counselors might also be needed as outside representatives as they come in handy when the students have to be assessed at this stage of their life (“Secondary to Postsecondary Education Transition Planning for students with Learning Disabilities,” 1994). They are essential as they are specialists who have dealt with similar students and thus can offer advice on what should be done and what should be avoided to ensure the student has a successful transition.

Vocational rehabilitation agencies can also be invited to the student’s transitional planning process. They are essential as they help the students in Individualised education programs prepare for apprenticeship application processes and also plan for a suitable career afterward.

Outside personnel that might be invited or represented in the transition plan are any experts of the student’s condition. Such may only appear in such meetings when the parents of the students agree that they should be present. Similarly, a representative of the public agency might be required to offer their input and may even supervise the process.

References

A Whole New World: Students with Disabilities Transition to Postsecondary Education. (n.d.). doi: 10.22371/05.2018.001

Burns, E. (2006). Springfield, IL: Charles C Thomas Publisher.

Individualized Education Planning (IEP). (n.d.) SpringerReference. doi:10.1007/springerreference_69962

Secondary to Postsecondary Education Transition Planning for students with Learning Disabilities. (1994). Doi:10.1044/policy.rp1994-00133