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options so that I can make minor changes without having an entire new
meeting. Progress must be monitored through state, school, and other tests.
I make sure never mention any topic that is objective. I do not want any
objectivity in the IEP. This is a legal document and is not opinion, it must be
something that is measurable and cut and dry. The goal is attained or the
goal is not attained. This way I can provide the student services to improve
academic success while legally showing that I am doing this. If the IEP is not
measurable, someone could say that the services are not being provided and
the school or myself could get sued.
The IEP provides specific accommodations that need to be provided
during high stakes testing. I write in extra time for students in on these high
stakes testing and also extra breaks, along with others. This provides a
safety net for the student to achieve as high as he or she possibly can. I
think that high stakes testing must be a complete nightmare for special
education students. The tests encompass everything that causes trouble for
most special education students. I want the students to feel as comfortable
as possible with tests since they will have to deal with them throughout their
academic careers.
The next part of the IEP is a state of transition service needs which is
getting students ready be successful beyond the IEP. This is a point that hits
home with me and actually something that I keep in mind while am writing
the annual goals and working with the student. When the student leaves me,
what will help him or her to have a happy and successful life. I think that is
the main goal of education. Teachers need to give students the tools and
knowledge needed to have achievements in the future. The transition service
statement starts for older students, at age 14, so I do not include them. I still
remain cognizant of them.
The last part of the IEP is the summary of services, placement, and
participation in activities in and out of the classroom. I include things like
field trips in this part since I have learned that many students may need
extra support on field trips. I also feel extremely passionate about the Least
Restrictive Environment aspect of placement. I think those words extreme
weight least restrictive environment, there should be no restrictions on a
students education. It is my opinion that pulling students from regular
education classes of their peers is putting heavy restrictions on their learning
environment. I cant imagine how special education students must have felt
when it was considered best practice to pull them out classes completely.
They must have felt isolated, ostracized, and labeled. It would have to come
with a stigma and would guess the education experience would have been
difficult. I want students to be included as much as possible. I am a huge fan
of structured study hall, fifteen minute pull outs (after instruction), and other