Question:
Describe about the Addressing Legal Issues And Components of an Iep (A Case of Toby)?
The individual assessment of the students done by the IEP team, helps to determine the special educational needs of the students. The present levels in Toby’s IEP must include two levels namely the functional level and the academic level. AS per the norms of IDEA Toby is entitled to receive special education facility since he is diagnosed with developmental disability, autism, emotional or behavioral disability and also speech and language disability (Kelley, Bartholomew & Test, 2011).
Present level of academic performance of Toby
Present level of functional performance of Toby
On assessing the classroom behavior of Toby it is seen that although he is eager to try new tasks however he his highly inattentive and distracted. Toby was prescribed medication in order to control his inattentiveness however, the absence of medication lead him to behave differently. The mental condition of Toby was also hyperactive because of peer humiliations.
Goals |
Procedures for goal measurements |
Time of giving periodic reports |
Toby will improve his reading comprehension skills of 5th grade passages to 90 words accuracy in a 500 words passage (Lentz, 2012). |
oral readings will be weekly done where Toby’s use of decoding strategies will be recorded, log observations about classroom readings |
Monthly phone or through email Written progress report |
Toby will increase his attention level and will increase self control |
Toby will use large motor activity 80% of the time to increase the focus of the work. Toby will raise hands in need of expressing any urgent need 80% of the time (Darden, 2013) |
Monthly phone or through email Written progress report |
Toby will attend group listening activities and will try to concentrate for at least 10 minutes in around 4 opportunities from majorly 5 opportunities (Pierangelo & Giuliani, 2009) |
Small group discussions, individual story telling activity |
Two times per month though personal contact or personal visit Recording of IEP notes on a quarterly basis |
Toby will increase his use of language by using 4-5 word sentences during adult conversation in 75% opportunities |
Every three months interval a language sample test will be conducted Data will be recorded to mark the use of negative sentences (Ed.gov, 2015). |
Inform parents 3times per month Inform though phone calls Inform though personal mails Record progress report |
As per Americans with Disabilities act 1990, North central University’s Academic Integrity Policy will provide Toby with the following accommodations by the Student Success Centre (SSC).
Frequency is the number of sessions that the educational institutions will provide during the time as per the supplementary services. Duration denotes the amount of time within a time period where a service will be provided. Location of the service denotes the environment in which the student will be provided with the required special services (Spinelli, 2012).
Toby’s related services needed to benefit from special education including frequency, location and duration.
Applicable related service |
Frequency and duration |
Location |
Speech / language |
40 minutes per week |
General education school and community settings |
Transportation |
Daily between home and school |
Home and school |
Supplementary aids and supports provided to Toby |
2 days per week |
In classroom settings |
Social skills instruction |
To be scheduled for 45 minutes twice in a week |
Special education classroom |
Classroom materials on tape, audio CD or electronic text reader |
Assignments on literature and academic subjects |
General education classroom |
Speech language therapy |
Once every week including 30 minutes session per week |
Special therapy room for special classes |
Small group interactions on spellings, grammars and comprehension practices |
Twice per week for 30 minutes session each day (Sugarman, 2011) |
Special education classroom |
Least restrictive environments
The following are the least restrictive environments that will be organized for Toby keeping in mind his present physical and mental condition.
However, Toby will not be able to participate in general learning classes since he has to be provided with supplementary aids and services that a general learning school cannot solve properly and adequately. If Toby is not provided with social skills and small group academic, instructions in a separate one to one setting then it will not be possible to develop reading skills of Toby.
The following table shows the supplementary aids and services provided to Toby
Supplementary aids and services |
Frequency |
Location |
Oral tests for language check |
Tests having more than 4 questions or 10 words per question |
General classroom settings |
Additional time to complete writing assignments |
Assignments requiring more than 5 sentences |
General classroom settings |
Classroom materials on audio text reader |
Literature and subject content |
General classroom settings |
District wide assessments |
Toby will be provided with district wide assessments |
List of district wide assessments for Toby |
· District Reading and Math test · Toby will be considered in 5th grade when concepts examination criteria reference tests are given · Toby will be taking written tests for all content areas required at this grade level |
Participation criteria |
· Toby’s academic curriculum should be made up of normal 5th grade academic requirements, knowledge and skills · Toby’s present level of academic and functional performance should be relevant with significant program modifications · Toby is facing difficulty in the academic curriculum because of learning disabilities and not any other issues (Branding, Bates & Miner, 2009) |
As per the IEP norms, the transition services must be included in all IEPs of the students aged 16 years. Barnard-Brak & Lechtenberger (2009) has referred transition services as the co ordinate set of activities that promote movement of the student from school to post school, post secondary education, vocational training etc.
The following transition questionnaire on Toby will help the special educators to understand the future career plan of Toby’s parents
Student name :
Date:
Social security number:
Birth date:
Current address:
Current telephone number:
Expected date of graduation/ school completion:
Parent’s name:
Summarizing the facts about Toby, it may be suggested that the following legal issues may arise during the IEP meeting of Toby
Before filling of a proposal for IEP meting Toby’s parents are required to request the school administrator to evaluate Toby for special services. After meeting of the formal request, the school district must respond within a specific time and analyze the metal condition of Toby with the help of a psychologist.
To avoid any legal restrictions Toby’s parents may bring a doctor or professional along with them in the meeting to prove the disability of Toby. The IEP team will review the assessment of the district school council and discuss the recommendations and findings with Toby’s parents. However if Toby’s parents are not satisfied with the recommendations of the IEP team then they can legally opt for a second opinion. Toby’s parents may also face problem in respect of equal participation in the IEP team meeting. The law states that the parents, the school personnel’s and the IDEA members all have equal rights of participation within the team meeting in deciding the fate of the student. Further, the rate of disability determines the types and extent of supplementary services that will be provided in the IEP program. Since Toby is diagnosed with learning disability and autism, hence he should be provided with learning supplementary services as well as social and community learning services in order to improve the present learning condition of Toby.
IEP ream members should also include the following persons compulsorily
Since Toby has encountered interaction sessions with only the general educator Mrs. McDonald in his preschool hence Toby’s parents may face a problem in the IEP meeting. The IEP team should include the presence of one of the special educators of Toby. Hence, before attending an IEP meeting Toby’s parents should consult special educator in order to review the current intellectual level of Toby (Hulett,2009).
Secondly, the IEP team should also include an advocate from Toby’s parent’s side and a friend for emotional support. To avoid any kind of legal disputes Toby’s parents can appoint a legal representative who would support the disability contents of Toby and help them to successfully avail the IEP services.
Reference list
Barnard-Brak, L., & Lechtenberger, D. (2009). Student IEP Participation and Academic Achievement Across Time. Remedial And Special Education, 31(5), 343-349. doi:10.1177/0741932509338382
Branding, D., Bates, P., & Miner, C. (2009). Perceptions of self-determination by special education and rehabilitation practitioners based on viewing a self-directed IEP versus an external-directed IEP meeting. Research In Developmental Disabilities, 30(4), 755-762. doi:10.1016/j.ridd.2008.10.006
Cho, H., & Kingston, N. (2012). Why IEP Teams Assign Low Performers With Mild Disabilities to the Alternate Assessment Based on Alternate Achievement Standards. The Journal Of Special Education, 47(3), 162-174. doi:10.1177/0022466911435416
Cohen, M. (2009). A guide to special education advocacy. London: J. Kingsley Publishers.
Darden, E. (2013). What’s So Special about an IEP?. Phi Delta Kappan, 94(6), 66-67. doi:10.1177/003172171309400617
Ed.gov,. (2015). Home | U.S. Department of Education. Retrieved 11 February 2015, from https://www.ed.gov/
Huefner, D., & Herr, C. (2012). Navigating special education law and policy. Verona, Wis.: IEP Resources.
Hulett,K..E. (2009) Legal aspects of special education.
IEP Case Study of Toby. New Mexican Government.
https://www.ped.state.nm.us/seo/dl09/triAnnual/CaseStudyIEP.pdf
Kauffman, J., & Hallahan, D. (2011). Handbook of special education. New York: Routledge.
Kelley, K., Bartholomew, A., & Test, D. (2011). Effects of the Self-Directed IEP Delivered Using Computer-Assisted Instruction on Student Participation in Educational Planning Meetings.Remedial And Special Education, 34(2), 67-77. doi:10.1177/0741932511415864
Kitchen, J., Johnson, S., Kraft, T., Mayo, C., Rosenberg, K., Teague, J., & Van Buiten, G. (2012).Special education law. [Concord, N.H.]: New Hampshire Bar Association.
Kowalski, E., Pucci, G., Lieberman, L., & Mulawka, C. (2005). Implementing IEP or 504 Goals and Objectives into General Physical Education. Journal Of Physical Education, Recreation & Dance, 76(7), 33-37. doi:10.1080/07303084.2005.10609310
Lentz, K. (2012). Transformational leadership in special education. Lanham, Md.: Rowman & Littlefield Education.
Northcentral.edu,. (2015). Academic Integrity, Progress, & Support | North Central University. Retrieved 11 February 2015, from https://www.northcentral.edu/academics/academic-information/academic-integrity-progress-support
Pierangelo, R., & Giuliani, G. (2009). Assessment in special education. Upper Saddle River, N.J.: Pearson/Merrill Publishers.
Rehfeldt, J., Clark, G., & Lee, S. (2010). The Effects of Using the Transition Planning Inventory and a Structured IEP Process as a Transition Planning Intervention on IEP Meeting Outcomes.Remedial And Special Education, 33(1), 48-58. doi:10.1177/0741932510366038
Spinelli, C. (2012). Classroom assessment for students in special and general education. Upper Saddle River, N.J.: Pearson.
Sugarman, D. (2011). A special relationship? American influences on English legal education, c. 1870–1965. International Journal Of The Legal Profession, 18(1-2), 7-57. doi:10.1080/09695958.2011.630899
Wendt, O., Quist, R., & Lloyd, L. (2011). Assistive technology. Bingley: Emerald Group Pub.
Yun, J., Shapiro, D., & Kennedy, J. (2000). Reaching IEP Goals in the General Physical Education Class. Journal Of Physical Education, Recreation & Dance, 71(8), 33-37. doi:10.1080/07303084.2000.10605189
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