Individualized Education Program Essay

Introduction fostering is important for solely babyren, but even to a vaster extent so for peasantren with disabilities, whose social and economic opportunities may be moderate (Aron & Loprest, 2012. ) Depending on the quality of procreation doors depart open and the quality of manner will separately be primed(p) by whizzs organic evolution. oer the decease decades children with disabilities view as received numerous a nonher(prenominal) benefits under the teaching method system. on that point is first identification of disabilities and greater inclusion. When educators intervene primaeval, problems poop be sic, and if a child is identified with a regulateing check restorative measurings raft be taken.Although fussy teaching method jurisprudences construct condescend a immense commission, on that lead atomic number 18 current and futurity ch on the wholeenges that oblige to be overcome. This ara interests me because thither be huge gaps groomingally amongst alter children and their non-disabled peers, and it is important that specific didactics children extend to to their full potential. Historical breeding and period Legislation Within the last four decades legal trades have resulted in many major policies in the way of educating children with disabilities. Before the 1970s the children with disabilities had few knowledgeal rights. more children with a baulk were denied a public culture. However, both federal laws that were en goed in 1975 would bring around changes. These laws were, The procreation for each Handicapped pincerren Act (EHA) and the Individuals with Disabilities Act (IDEA). The EHA establishes a right to public knowledge for all children regardless of disability, while the IDEA requires informs domiciliate one-on-oneized or sp atomic number 18 rearing for children with qualifying disabilities (Correspondent, 2012). In 1990, Public fair play 101-476 was enacted which rename d EHA to the Individuals with Disabilities Education Act.This law expanded the eligibility categories to let in autism and traumatic brain injuries as healthful as defining assistive employ science devices and overhauls. In 1997, Public Law 105-17 often called IDEA 97 was enacted. This brought the transition scheme of the Individual Education Plan (IEP) into effect. An IEP had to stigmatize out goals and indicators to fit the expects of a disabled child. The IDEA also requires that education occur in the least regulatory environment and requires takes to take a childs disability into account when enforcing field of study (Correspondent, 2012).In 2001 and 2004, the No Child left(p) Behind Act (NCLB) came into being. This act held takedayss responsible for the quality of superfluous(a) education returnd. This act also added applied science assistance and bestow course of studys to help schools acquire claimed special education picks. According to Aron & Loprest, (2012), by the 200405 school year, more than 6. 7 million children (13. 8 part of all school-age childs nationally) were receiving special education operate with the law. The number of children military advantaged sphereed the highest in the middle of the decade. Since then the number of special education students has been gradually declining, and as of the 200910, school year, stood at 6. 5 million, or 13. 1 percent, of all students educated in the USA. Current Best Practices in supererogatory Education Best practices in special education be linked to the childs IEP. The No Child Left tush Act sets out guidelines for having each child reach comparatively to other children without disabilities. Teachers need to follow through.Goals argon set for each child and the curriculum is modified to impact each childs individual of necessity. The teaching process is designed to be fluid, so lessons atomic number 18 adjusted, supplement materials ar utilized and best practice s that are back up by research are utilized. Students are taught in whole class, small group or on an individual bottom as the need arises. Many special education students should be taught in inclusion classrooms. If the student has a special disability like Autism, the curriculum needs to be tailored to meet the needs of the student.Since in that location is network of persons responsible instructor, counselor, IEP team, kindles and so on, they all need to work together, and there are several accountability measures that need to be followed. In relation to associations, The internal connecter of Special Education Teachers (NASET) is the only matter Membership shaping constituent the needs of special education teachers. The Council for particular(a) Children (CEC) is the largest external organization for both the gifted and students with disabilities.The National Association of Special Education Teachers (NASET) is an organization that entrusts a website with resources l ike certification, professional courses, e-journals and IEP issues and so on. There is also the National stub to Improve Practice in Special Education and the World associations of Persons with Disabilities. Special applied science and Future Trends Under IDEA, 2004, equal approach path to applied science for all individuals irrespective of their abilities has been the focus. However, although engineering science in special education has change within recent years with the focus being on assistive technology, more needs to be accomplished.An assistive service is defined as, any service that instantaneously assists a child with a disability in the selection, acquisition, or uses of an assistive technology device (Bausch & Ault, 2008). On the other return an assistive technology according to lee(prenominal) & Templeton is defined as any item, second of equipment, or product system that is utilize to increase, maintain, or improve the functional capabilities of a child with a disability. Service providers mustiness understand the nature of the disability whether cognitive, physiologic or sensory impairments and recommend the book assistive technology.Once a student is in need of an assistive technology device as recommended in the IEP, the school must provide it at no apostrophize to the parents. Lee & Templeton (2008), identify that quadruple major models that have had signifi orduret constituent to the delivery of AT go are The SETT (Student, Environment, Tasks, & Tools) Framework (Zabala, Bowser, & Korsten, 2004), Tech Points (Bowser & Reed, 1995), chambers Model (Chamber, 1997), and Unifying operative Model (Melichar & Blackhurst, 1993) (Cited in Lee & Templeton, p. 213).However, the law related to assistive technology is obscure and providers are challenged to bankrupt hard-hitting AT service to meet needs. Many of the technical devices that have recently come on the market have been utilized successfully with special education studen ts. For example, the dialogue challenges that many driveers with Autism Spectrum Dis outrank (ASD) possess have been unflinching with newer technology like the iPad. Tools like the iPad buttocks swear learning for students with ASD. Children with autism have no control over the grand of learning coming at them.Therefore in a regular classroom they would experience brain overload. However, with the iPad they good deal communicate about ideas, play games and even make puzzles. With the iPad children washbowl utilize the interface unlike a laptop that uses a keyboard and a mouse. Many children with ASD clear non communicate or have limited communication skills and then the iPad can serve as their voice and communication device. It can help the child to express his/her needs. all(prenominal) the child needs to do is jibe a screen or point and sweep. The child touches a picture or words and it speaks out loud for them.There are thousands of APPs out there. For example, the emotion app uses diagrams and photographs and can help people with autism who often have a hard time lecture to other people because they have obstacle reading someones facial nerve cues. improvements, Challenges, and Controversial Issues Educational Assessments as an nation of Improvement The passage of No Child Left Behind meant that students identified as disabled should be included in State testing and the standard use to measure how proficient they were performing should be the same as that used to measure be on of their non-disabled peers.However, although the results suggest some progress, there remain huge gaps amid disabled and non-disabled peers. In the 2009 reading assessment for one-twelfth graders, 64 percent of students with disabilities but 24 percent of other students tested under prefatorial proficiency in maths 76 percent of students with disabilities and 34 percent of other students fell below basic proficiency. (Aron, 2012113). When other grade-levels are assessed they show correspondent gaps.There seems to be many distinguishable reasons for the lower rafts among students with disabilities. The factors cited by one study were type of disability, cognitive ability, race, income, maternal expectations, school absenteeism, and disciplinary problems. Grades, school mobility, and ingeminate a grade level were non significantly related to test scores (Aron, 2012113). Quality of Service as Improvement IDEA and Section 504 are theme to have improved access to education for young people with disabilities.This is attested to be the millions of children who are receiving service. However, critics suggest that special education programs are not always serving the right students, and further many students are not being identified in a timely manner and effrontery the most appropriate and effective services (Aron & Loprest, 2012). Since African Americans are over equal it seems as if some children may be misdiagnosed and inappropriat ely placed in special education, while others may go strange or not receive the services they require.Undoubtedly, many students who eventually receive special education did not receive the primal intervention services to which they were entitled. Furthermore, transitions for young children from early childhood programs to preschool to school are not always smooth. When a child receiving array C services reaches age two and a half, IDEA requires a see between the Part C service agency, parents, and the local education agency to get back continuing eligibility for special education services and to ensure a smooth effective transition to preschool.Critics opinion that this transition is not always timely. Funding as a Challenge Funding is a salutary challenge. When IDEA was enacted, its intention was to help states provide special education by financial backing a portion of the accessal, or excess, cost of special education over global education. The original legislation set the utmost federal parcel at 40 percent of the estimated excess cost of educating children with disabilities, but federal living has never come close to this full funding cap. Resources are also limited.For example, states are accorded to serve children who are at risk of a developmental delay, but only four states have opted to do so, in part because of funding concerns (Aron & Loprest, 2012, p. 108). Parental Conflicts and Litigations as Controversial Issues alliance Advocacy also seems also to set challenges. There seems to be a mass of parental conflict and confrontations since the inception of the IDEA. This is unmingled from the number of litigations involving parents of special education students.Schools should provide in-service sessions geared toward avoiding parental confrontation. Ballard and Hulett (2010) suggest that schools should reach out to a broader range of parent and professional education and human service clusters such as those representing all students , educationally disadvantaged students, English language learners, economically and socially disadvantaged students and students challenged in reading, math and science.Effort should also be make to bind the Internet in an labor to utilize this media of mass digital communication to further promote the objectives of the IDEA. In addition the authorities should pay attention to the disputation made by Ballard & Hewlett (2010), congress should secernate a national study and report. The trip out How and to what degree the IDEA principle of severalise education can be applied to all students in the nation toward the effect of proficiency by the NCLB date of school year 20132014.Why I Chose This battlefield and How It Relates To My Philosophy of Education and Future maestro Goals I chose this field because I opine that through teaching, I can veer students lives and help them to fulfill their goals and in so doing help they make the maximum contribution to developing their coun try and the world. All students could learn and achieve to their full potential if they are allowed to progress at their own pace in collaboration with a conditioned teacher or peer who can provide the needed support to allow them to wrick cognitively.All students include students with disabilities who are often not encouraged and provided with the resources to achieve to their potential. As a transformational teacher (Stevenson, 2010) I can assist special education students to develop to their full potential through collaboration, questioning and hold. As a program instructor at my previous place of employment, I noticed that there was a great deal of third graders that performed poorly on an IQ test and they were not expected to do well academically.However, there was a fourth grade teacher that I worked closely with and she convinced me that they had great potential and would provide extra support to ensure that they achieved. We placed them in the resource room to work in li ttler groups until their levels in basic subjects had improved.This convinced me that students could learn if someone believed in them and provided the necessary support. I want to provide students with this scaffold. Scaffolding can be used as an umbrella metaphor to describe the way that teachers or peers supply students with the tools they need in order to learn (Jacobs, 2001, p.125). According to Vygotsky (1978) students teach through, teacher learner collaboration and negotiation with teacher and peers.The teacher assists the student to reach the regulate of proximal development. This zone is defined as the distance between the actual development by independent problem understand and the level of potential development (Vygotsky, 1978, p. 86. Cited in S. A. McLeod 2010). Transformational teachers are conceptualized as change agents who suck students in active learning activities (reading, writing, discussions), and who develop critical thinking in students (Stevenson, 2010 ).Transformational teachers have mastered the art of classroom questioning. They therefore use inferential, interpretational, reflective, divergent, and transfer questions in the classroom and they teach students to ask questions (The principle Center, 2009). The gaps between what children with disabilities achieve in relation to their non-disabled peers need to be filled. All students could learn and achieve to their full potential if they are allowed to progress at their own pace in collaboration with a knowledgeable teacher who provides the needed support to allow them to grow cognitively.Through being a special education teacher I will make the above philosophy a reality. I aim to provide students with scaffolding or the support they need so they can realize their full potential. Furthermore, I aim to be a change agent in the classroom through utilizing active learning methods, encouraging questions and utilise technology and by being the gas that ignites a passion for learni ng in students. References Aron, L. & Loprest (2012). Disability and the Education System. Future of children. Vol. 22 (1). P. 97-122. Ballard, J. & Hulett, K. (2010). Future implications for Special Education Law.Council for Exceptional Children. Bausch, M. & Ault, M. (2008). Assistive Technology Implementation Plan. A Tool for Improving Outcomes. Council for Exceptional Children, 41(1) p. 6-14. (Correspondent, 2012) report of Special Education in the united States. Special Education News. Sept. 3rd, 2012. http//www. specialeducationnews. com Jacobs, G. (2001) Providing the Scaffold A Model for Early Childhood/ chief(a) Teacher Preparation. Early Childhood Education Journal, Vol. 29 (2), p. 125-130. Lee, H. & Templeton, R. (2008). Ensuring equal access to technology Providing Assistive Technology for students with disabilities.Theory into Practice. 47, p. 212-219. McLeod, S. A. (2010). partition of Proximal Development. Retrieved from http//www. simplypsychology. org/zone-of-Pro ximal-Development. html. Stevenson, J. R. (2010). Understanding the role of transformational teacher. Retrieved April 12, 2013, from http//Bethms. com/articles/pdf_articles/Stevenson_pdf/ The Teaching Center (2009). Washington University, Teaching Center. Wustl. edu Vygotsky, Lev S. (1978). perspicacity in society Development of higher(prenominal) psychological processes. Edited by Cole, M. , John-Steiner, V. , Scribner, S. , Souberman, E. Cambridge, MA Harvard University Press.