The Special Education Process

The Special Education Process

Education intervention is necessary for a child who is observed to be having at-risk behaviors such as Justin . His inability to keep up in a regular classroom has to be given an appropriate intervention process in to keep him at pace with his classmates . On the other hand , if a number of interventions are not yet effective , as the case of Justin the teacher must be able to identify the needs of the child , as well as the factors affecting his poor academic participation including his personal background

. Through this initiative , the teacher ill be able to eliminate each factor affecting him and come up with the core problem

An individualized education program (IEP ) is an opportunity for the teachers , parents , school administrators , related service personnel , and students (if deemed appropriate , to work together to improve the educational results of children with disabilities ( My Child 's ' para 1 ) According to the Individuals with Disabilities Education Act or IDEA IEP should be composed of various information that are necessary in evaluating the progress of the child using the said program . This information are identified as the following : current performance , annual goals , special education and related services , participation with non-disabled children , participation in state and district-wide tests duration and places for implementation , transition service needs , needed transition services , age of maturity , and measuring progress ( My Child 's ' para 23-32 ) These components will help promote a better implementation of the program

Present Level Education Program or PLEP is identified as a part of the IEP process where the nature of the disability of the students is described and its corresponding effect to the student 's educational performance . It is also considered important to provide a picture of the student 's strengths and weaknesses in PLEP ( IEP Process ' para 1 The one component of IEP , the annual goals , should posses a direct relationship with PLEP ( Glossary ' para 3 , wherein it will be based

Mainstreaming an inclusion programs in special education have its similarities and differences . Considering the learning program basis there is an identified student learning characteristics before a child is placed through a mainstreaming educational practice . The child is placed in a separate and more intimate classroom environment such that the purpose is based on specialized academic learning . Teachers who practices mainstreaming in education are specifically trained for classifying and meeting students ' needs and are responsible in the planning and delivery of primary learning activities . On the other hand inclusion practice is least restrictive , meaning the learning program basis is more generalized . The purpose of the program is to prepare students for becoming independent adults . The classroom setting utilizing the inclusion process is set on a regular classroom with regular students however teachers practice learning assistance to students who need such . The curriculum is based on developing social and life skills of the students through intervention , and the inclusion specialist teacher . The responsibility of the teacher implementing the inclusion process of learning is to collaborate and implement a...