The Emperor Has No Clothes: Improving the Quality and Compliance of ITPs

2017 ◽  
Vol 41 (3) ◽  
pp. 146-155 ◽  
Author(s):  
Gary Greene
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Education Program ◽  
Individualized Education Program ◽  
Disabilities Education Act ◽  
Transition Plan ◽  
Age Appropriate ◽  
Education Act ◽  
Assessment Results

The Individuals With Disabilities Education Act of 2004 (IDEA) requires that an Individualized Education Program (IEP) for students with disabilities, age 16 years and older, include age appropriate transition assessment results aligned with measurable postsecondary goals. This section of the IEP is typically known as an Individual Transition Plan (ITP). A recent investigation found a number of ITPs did not meet the requirements of the IDEA. To support special education teachers in writing IDEA-compliant ITPs, this article presents suggestions for developing quality ITPs with specific emphasis on transition assessment. Discussion includes potential explanations for the lack of quality in presenting transition assessment results, recommendations for conducting transition assessment, transition assessment resources, and examples of quality and IDEA-compliant ITPs.

Perspectives on the Future of IDEA

1997 ◽  
Vol 22 (2) ◽  
pp. 61-76 ◽  
Author(s):  
Michael L. Hardman ◽  
John McDonnell ◽  
Marshall Welch
Keyword(s):  
Special Education ◽  
Public Education ◽  
Students With Disabilities ◽  
Individualized Education Program ◽  
Federal Law ◽  
Individualized Education ◽  
Disabilities Education Act ◽  
Education Act ◽  
Definition Of ◽  
Restrictive Environment

Since its original passage in 1975 as Public Law 94-142, the Individuals with Disabilities Education Act (IDEA) has been the cornerstone of practice in special education. This federal law has enabled all eligible students with disabilities to access a free and appropriate public education. During the past 2 years, the 104th Congress has debated vigorously some of the law's basic tenets (e.g., definition of disability, content of the individualized education plan [IEP], parental rights to attorneys, fees, discipline, and placement). The basic requirements of the law remain intact and continue to shape the scope and content of special education. This article addresses whether or not the assumptions upon which IDEA is based remain valid as we approach the 21st century. We critique these assumptions within the context of four requirements of IDEA: (a) eligibility and labeling, (b) free and appropriate public education, (c) the individualized education program (IEP), and (d) the least restrictive environment. Recommendations for changes in existing law relative to each of the above requirements are presented.

Assistive Technology for Students With Disabilities

2016 ◽  
Vol 31 (4) ◽  
pp. 183-194
Author(s):  
Susan Larson Etscheidt
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
Education Program ◽  
Individualized Education Program ◽  
Case Law ◽  
Legal Analysis ◽  
Individualized Education ◽  
Legal Requirement ◽  
Disabilities Education Act ◽  
Education Act

Individualized Education Program (IEP) teams are required by the Individuals with Disabilities Education Act (IDEA) to consider a student’s need for assistive technology (AT). Despite this legal requirement, AT supports are often not available to students with disabilities. Many students with disabilities and their families have addressed the failure to consider and provide AT supports through litigation. The purpose of this article is to examine the case law pertaining to the assessment, selection, and provision of AT learning supports for students with disabilities. A legal analysis was conducted to determine litigation themes. Based on these results, several recommendations for IEP teams are proposed.

Recent and Continuing Initiatives and Practices in Special Education

2017 ◽  
Vol 104 (2) ◽  
pp. 32-37 ◽  
Author(s):  
Alice-Ann Darrow ◽  
Mary S. Adamek
Keyword(s):  
United States ◽  
Special Education ◽  
Music Education ◽  
Students With Disabilities ◽  
Individualized Education Program ◽  
The United States ◽  
Music Educators ◽  
Disabilities Education Act ◽  
Basic Understanding ◽  
Education Act

A number of initiatives in special education have occurred in the United States over the years, some mandated by amendments to the Individuals with Disabilities Education Act. Having a working knowledge of these initiatives allows music educators to have informed discussions with colleagues and parents and participate more fully in Individualized Education Program (IEP) meetings. Adopting special education practices that are appropriate to music education can also promote consistent and coordinated efforts on behalf of students with disabilities. This article includes summaries of current practices and initiatives in special education. For music educators who would like a basic understanding of their colleagues’ discipline, these summaries offer useful information that can facilitate the inclusion of students with disabilities.

Teaching Transition Self-Determination Knowledge and Skills Using the ME! Bell Ringers

2018 ◽  
Vol 41 (3) ◽  
pp. 185-189 ◽  
Author(s):  
Mindy E. Lingo ◽  
Kendra L. Williams-Diehm ◽  
James E. Martin ◽  
Amber E. McConnell
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Education Program ◽  
Individualized Education Program ◽  
Self Determination ◽  
Self Awareness ◽  
Self Advocacy ◽  
Knowledge And Skills ◽  
Disability Awareness

Special education teachers report lack of time and a shortage of appropriate curricula as reasons impeding implementation of transition education in their classrooms. However, research indicates school and postschool outcomes of students with disabilities improve significantly with transition instruction. The ME! Lessons for Teaching Self-Awareness and Self-Advocacy materials and activities were developed to teach students to understand their disability and abilities, rights and responsibilities, and self-advocacy skills, which are all critical self-determination components. This article details a time-efficient means to teach the essence of the ME! Lessons using ME! Bell Ringers, which include instruction in self-advocacy, student involvement in individualized education program (IEP), and disability awareness, using 10-min lessons that can be taught at the beginning of class in a daily or weekly format.

Students with Disabilities and Technology

2011 ◽  
pp. 808-814
Author(s):  
Shellie Hipsky
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
School Psychologist ◽  
Individualized Education Program ◽  
Section 504 ◽  
Individual Education Plan ◽  
Education Act ◽  
504 Plan ◽  
Restrictive Environment

America’s schools are required to meet all federal laws and regulations for special education including the Individuals with Disabilities Education Act (IDEA), which requires that students are included in the Least Restrictive Environment (LRE), and Section 504 of the Rehabilitation Act. Each student who is identified with a disability that affects them academically has either an Individual Education Plan or a Section 504 Plan which is created by a collaborative team (e.g., the parents, child, regular and special education teachers, therapists, and the school psychologist). They determine the goals, objectives, and accommodations that need to be made in the classroom setting. IDEA requires that assistive technology, which includes products, tools, and devices that can make a particular function easier or possible to perform, needs to be considered for every student who has an individualized education program (IEP) (Blackhurst, 2005). Teachers of students with disabilities are utilizing techniques such as universal design to make adaptations to the regular education curriculum to help them garner access and understanding (Hitchcock, Meyer, Rose, & Jackson, 2002; Rose & Meyer, 2000). Also teachers in inclusive environments are using differentiated instruction which takes into account every student’s interests, ability levels, and learning profiles regardless of disability (Dodge, 2006; Drapeau, 2004; Tomlinson, 2001). Often technology plays a vital role as special education teachers seek to individualize teaching methods to meet the needs of their students.

Thinking Vertically: Facilitating Transition for Students With Disabilities

2021 ◽  
pp. 104837132110344
Author(s):  
Ellary A. Draper
Keyword(s):  
High School ◽  
Special Education ◽  
Early Intervention ◽  
Best Practices ◽  
Music Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Special Educators ◽  
Individualized Education Program ◽  
Special Education Transition

Within special education, transition is a required part of a student’s Individualized Education Program, specifically the transition from school to postsecondary life. Recently, special educators have begun to investigate best practices of transition at all levels—early intervention into school, elementary to middle school, and middle to high school. Yet in music education transition is not widely discussed for students with and without disabilities. This article includes an overview of best practices of transition in special education and provides ideas on how to implement these practices in music education to better facilitate transition between schools to postsecondary life for students with disabilities.

Behavioral and Discipline Provisions of IDEA '97: Implicit Competencies Yet to Be Confirmed

2000 ◽  
Vol 66 (3) ◽  
pp. 403-412 ◽  
Author(s):  
Carl R. Smith
Keyword(s):  
Education Program ◽  
Individualized Education Program ◽  
Intervention Programs ◽  
Court Decisions ◽  
Disabilities Education Act ◽  
Functional Behavioral Assessments ◽  
The Status ◽  
Behavioral Assessments ◽  
Education Act ◽  
Performance Discrepancy

This article explores the status of implementation of the behavioral and discipline requirements of the Individuals with Disabilities Education Act of 1997. Data are presented from complaints, hearings, and court decisions related to the areas of functional behavioral assessments, manifestation determinations, individualized education program (IEP) behavioral planning, behavioral intervention programs, and alternative educational settings. The overall discrepancy between competency expectations for IEP teams and current performance appears significant at this time. Implications of this performance discrepancy are discussed.

States Decrease Their Required Secondary Transition Planning Age: Federal Policy Must Change

2020 ◽  
Vol 31 (2) ◽  
pp. 112-118
Author(s):  
Andrea L. Suk ◽  
James E. Martin ◽  
Amber E. McConnell ◽  
Tiffany L. Biles
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Transition Planning ◽  
Special Education Law ◽  
Education Law ◽  
Disabilities Education Act ◽  
Federal Mandate ◽  
Transition Models ◽  
Education Act ◽  
The U.S

Individuals With Disabilities Education Act 2004 mandates transition planning for students with disabilities begin by the age of 16 years. Currently, no study exists describing when states and territories require transition planning to begin; we conducted a methodical review to determine this age. We found over half (52%) the U.S. states and territories (29 of 56) require transition planning begin prior to the federal age 16 mandate. To argue the age 16 federal mandate is too old and needs to be lowered to at least age 14, we review special education law, provide a summary of influential position statements, cite relevant data-based studies, and provide an overview of research-based transition models.

Building Inclusive Learning Environments With 1:1 Devices

2020 ◽  
pp. 016264342092306
Author(s):  
Kathryn Nieves
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Implementation Strategies ◽  
Disabilities Education Act ◽  
Inclusive Learning ◽  
Education Act ◽  
General Education Classrooms ◽  
Common Device

With emphasis placed on the least restrictive learning environments under the Individuals with Disabilities Education Act (IDEA), students with disabilities are often placed in general education classrooms. As a result, the discussion of inclusion strategies has increased in special education. The rise in 1:1 device initiatives offers the inclusionary practice of giving all students within a school access to their own device, with Google’s Chromebook and Apple’s iPad being among the most common device choices. This article explains the potential uses of 1:1 devices for students in inclusion settings, including built-in accessibility features and implementation strategies for educators.

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