The paper is going to explain about the considerations factored in Marie’s Individualized Education Program (IEP) plan. In order to attain this, it will justify the composition of the respective team members in developing the program. It will highlight the problems faced during the development of the package. In addition, the writing will give the rationale behind the identified goals, objectives/benchmarks used. Lastly, the script will identify the contribution that the project gives in my professional development in relation to the core values such as social justice, integrity, equity, excellence, collaboration and/or community.
The IEP plan is for Marie an 8th grade learner who has auditory processing difficulties. These auditory problems influence all her academic areas negatively. In respect to this disability, she performs relatively below the levels accomplished by her same age grade mates. Moreover, her classroom teachers and parents admit that Marie records frustrations because she has to listen attentively for a longer period than the expected. Besides the previously mentioned, Marie has difficulties in generalizing Math skills in daily life including application of the same in Science concepts. (See the Student’s Case Study)
The team members to complete the plan comprise of a general education teacher, speech pathologist and a special education teacher. The general education teacher is to provide information as regards the expected standards of an average learner. Therefore, s/he is to ensure the goals, objectives/benchmarks enable Marie attain the levels of an average normal student. The speech pathologist being an expert in understanding and handling speech problems will ensure that the IEP adopts teaching strategies and approaches that are conscious of Marie’s auditory difficulties. On the part of a special education teacher, s/he is to gather information about Marie and identify implementable special instruction tactics and methods that match her needs in the plan. (NCLD Editorial Team, 2014, p.1)
As I developed the IEP for Marie, I had challenges in developing the benchmarks especially that increased in due course. This is because I am an international student holding a bachelor’s degree in Chemistry, and having experience in general education teaching thus I am not conversant with IEP goals. Following this, my classmate Vee guided me to develop the yardsticks based on Texas Essential Knowledge and Skills (TEKS) for fifth grade Math. TEKS elaborates the knowledge and skills that a learner must acquire at the end of a given level for this case a grade five Math learner. (TEA, 2012, p.36-39)
TEKS together with Marie’s profile inform the goals, objectives/benchmarks of the IEP plan. Marie has a challenge in generalizing learnt Math skills and applying them in daily life. Consequently, she struggles to apply the acquired Math concepts in Science. It is from this premise that the goal stipulates that by the end of the year she should be able identify Math in everyday life situation as in word problems and use the same in other subjects such as Science. The benchmarks break this goal further by expecting Marie to master the solving of one to four steps on word problems using the right method hence apply the same with Science concepts in at least four out of five times in each case.(See the IEP Plan)
The project has enabled me adopt an all-inclusive treatment of all learners, and other stakeholders in curriculum development, implementation and review. This is because it has assisted me to learn to uphold fairness, professionalism and treating people with courtesy despite their social status. Furthermore, it has facilitated me to appreciate teamwork hence supporting communal efforts to provide the best possible teaching and learning environment.
NCLD, Editorial Team. (2014). What Is an IEP? Retrieved 03 24, 2014, from The National Centre for Learning Disabilities Inc.
Texas Education Agency. (2012). Chapter III Texas Essential Knowledge and Skills for Mathematics. Retrieved 03 25, 2014, from Texas Education Agency.