The importance of the IEP and how it is used to implement services

The individualized Family Service Plan/Individualized Education Program (IFSP/IEP) is the written individualized plans for children with disabilities required under IDEA to guide the early intervention services and school services. It is developed through “collaborative interchanges between families and the professionals involved in assessment and service delivery (Cook, Klein, Tessier, p. 111).” “IDEA Section 619 of Part B guarantees the preschool child with a disability the provision of appropriate services designed to meet his/her unique needs. The law considers ‘appropriate’ to mean that the services satisfy state standards and meet the child’s needs (Bowe, p. 46).”  The importance of the plan and how it is used to implement service is to meet the needs of the family and child based on the results of the developmental assessment. We know from research that by intervening early we can often correct or lessen the effects of a disability (i.e., speech therapy). The 2005 Longitudinal Study (CLS by Arthur Reynolds of the University of Wisconsin and Judy Temple, of Northern Illinois University showed that “early childhood services led to greater achievement and better adjustment during early to middle childhood, high achievement, lower levels of grade retention and less delinquency and crime during adulthood and…early services were cost-effective (Bowe, pp. 68-69).”  When young children have disabilities or developmental delays, it is often necessary for an adult to not work outside the home in order to care for their child. ECSE services may allow the parent to be able to return to some type of employment. How the service is implemented sometimes lowers the educational cost later. Thus, “money spent on young children may be an investment because these children may not require as many services when they are older (Bowe, p. 47-48).”

 How to implement services in an inclusive classroom is a challenge, but it is possible with an organized environment and with a curriculum to promote learning for all of the children. One example of implementing services by Lovaas (1987) showed that young children with autism can achieve far more in a highly structured environment than previously had been believed (Bowe, p. 156).” “Graham and Bryant (1993) state that research ‘repeatedly has shown the effectiveness of programs that are more structured and directive for children with severe disabilities’ (Bowe, p. 157).”  The children need to be encouraged and enabled. An IFSP requires a highly collaborative effort between the family and the service coordinator to organize the most effective resources available to support the child’s optimal development.

 I watched the video on our external links, “Welcome to my preschool” by the National Center to Improve Practices through technology, media and materials and saw some excellent examples on how to implement services in an inclusive preschool classroom. The teacher in the preschool liked thematic units and showed how she used technology with literacy. In the different centers in her classroom, she used a single switch to enable children to be able to “pour the pot” and she used it at the water table. In housekeeping, she used communication boards to allow the child to point to what clothes they wanted to wear for “dress up” and a comment board for shared language to express how they felt when they were wearing the play clothes. The Big mack and the Little mack (button to push with recorded messages) were used to help the nonverbal students participate in the classroom in many areas. The software is by Ablenet (http://www.ablenetinc.com).  Assistive technology was used effectively to record messages and to record responses that the child may need. Another piece of software that I have used to implement services is Inspiration or Kidspiration (www.inspiration.com) which helped students organize what they read and write. The special needs students pay more attention when they have support that helps them to learn new information. Inspiration’s overview stated: “With Inspiration® and Kidspiration®, students use symbols and images to represent ideas, create graphic organizers to break work down into manageable sections, and brainstorm, sort and organize their ideas. These visual thinking and learning strategies have been shown to increase academic performance for students with and without learning disabilities in content-area classes including language arts, social studies, science and study skills. Specific to special needs, Inspiration and Kidspiration are recommended for students with ADD/ADHD, autism, Asperger’s, dyslexia, aphasia, and visual or auditory processing disorders.”  I have used manipulatives to teach mathematics so the students can touch and count or sort while learning. Two modifications suggested by Bowe are “guided discovery learning and directed discovery learning (pp. 176-177).”  The teacher offers suggestions to direct students in their inquiries. As we teach our students to help them reach their goals, we need to follow the DEC “recommended practices,” the NAEYC “developmentally appropriate practices” and our ethical responsibilities.

 In closing, one final question remains, “What if parents don't agree with the IEP?” “There are times when parents may not agree with the school's recommendations about their child's education. Under the law, parents have the right to challenge decisions about their child's eligibility, evaluation, placement, and the services that the school provides to the child. If parents disagree with the school's actions-or refusal to take action-in these matters, they have the right to pursue a number of options. They may do the following: Try to reach an agreement. Parents can talk with school officials about their concerns and try to reach an agreement. Sometimes the agreement can be temporary. For example, the parents and school can agree to try a plan of instruction or a placement for a certain period of time and see how the student does. Ask for mediation. During mediation, the parents and school sit down with someone who is not involved in the disagreement and try to reach an agreement. The school may offer mediation, if it is available as an option for resolving disputes prior to due process. Ask for due process. During a due process hearing, the parents and school personnel appear before an impartial hearing officer and present their sides of the story. The hearing officer decides how to solve the problem. (Note: Mediation must be available at least at the time a due process hearing is requested.) File a complaint with the state education agency. To file a complaint, generally parents write directly to the SEA and say what part of IDEA they believe the school has violated. The agency must resolve the complaint within 60 calendar days. An extension of that time limit is permitted only if exceptional circumstances exist with respect to the complaint. (http://www2.ed.gov/parents/needs/speced/iepguide/index.html#disagree).”

References:

Bowe, Frank G. (2007). Early Childhood Special Education, Birth to Eight, fourth edition. New York: Thomson Delmar Learning. Pp.46-48, 67-68, 156-157,176-177, 185-186

Cook, Ruth E., Klein, M.D. & Tessier A. (2004). Adapting Early Childhood Curricula for Children in Inclusive Settings. Upper Saddle River, NJ: Pearson Prentice Hall. P. 111.

http://www.ablenetinc.com accessed Feb. 7, 2011.

http://inspiration.com accessed Feb. 7, 2011

http://www2.ed.gov/parents/needs/speced/iepguide/index.html#disagree (accessed Feb. 8, 2011

Sandall. S., Hemmeter, M. L., Smith, B. J., & McLean, M. E., (2005).DEC recommended  practices: A comprehensive guide for practical application in early intervention/ early childhood special education. Missoula, MT: Division of Early Childhood. pp. 54, 56, 62.