Category: Education

IDEA: 3301-51-07(H)(1)(d)(i) states How the child’s progress toward meeting the annual goals described in paragraph (H)(1)(c)of this rule will be measured; and (ii) periodic reports of progress the child is making toward meeting goals will be provided.

is the on-going process of collecting and analyzing data to determine student progress, a scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction.

When progress monitoring is implemented correctly, benefits include: accelerated learning, informed instructional decisions, documentation of students” progress, efficient communication with families about students’ progress, and higher expectations.

Progress monitoring is ongoing data collection on skills to estimate student rates of improvement, and to identify students who are not demonstrating adequate progress in order to alter/change instructional components to better improve students performance.

In the United States the Individuals with Disabilities Education Act (IDEA) is a special education law that mandates regulation for students with disabilities in order to protect their rights as students and the rights of their parents.

Under this act it is required that all students receive a Free and Appropriate Public Education (FAPE), and includes that these students should be educated in the least restrictive environment (LRE) . The least restrictive environment clause states that students with disabilities should be educated with students without disabilities to the maximum appropriate extent. If a student should require supplementary aids and services necessary (such as an interpreter, resource room or itinerant teacher) to achieve educational goals while being placed in a classroom with students without disabilities, they should be provided as needed.

When providing services to a student with an IEP, the goal of IDEA is to ensure that education is provided in the least restrictive environment as possible. However, when needs are best met in an alternative setting, then the student might be placed in one.

Please remember, although the goal is to provide services in the least restrictive environment, service delivery should be considered along a continuum which includes but are not limited to: Consultative/ collaborative services, Classroom‐based services, and Pull‐out services.

An Individualized Family Service Plan (IFSP) is a plan for special services for young children with developmental delays. An IFSP only applies to children from birth to three years of age. Once a child turns 3 years old, an Individualized Education Program (IEP) is put into place.

The major difference between an IFSP & an IEP is that an IFSP focuses on the child & family & the services that a family needs to help enhance development. The IEP focuses on the educational needs of the child. An IEP is an education document for children 3-21.

If this is your first IEP meeting, you and the rest of the team will develop your child’s first IEP. After that, you’ll meet every year to update and revise the IEP to reflect the child’s current strengths/needs. A thorough evaluation is required every 3 years.

Students IEPs are designed base on their unique needs; therefore, each IEP will look different. IEPs at a glance must contain: Annual educational goals, Accommodations & modifications, Supplementary aids & services; these resource are for servicing teachers.

Early intervention is a system of services that helps children with developmental delays or disabilities. By partaking in early intervention, it can change a child’s developmental trajectory and improve outcomes as they get older. If you notice that your child maybe delayed in the areas of Cognitive development, Physical development, including vision and hearing, Communication development, Social or emotional development, or Adaptive development; you should speak with your healthcare provide in order to establish a medical support system.

Early intervention services are provided under the Individuals with Disabilities Education Act(IDEA). Every U.S. state and territory provides services through its own comprehensive, coordinated program. Every U.S. state and territory provides early intervention services through its own comprehensive, coordinated program. There are also services that support the families who care for kids receiving early intervention services.

Eligible for early intervention consist of a specific health condition that will probably lead to a delay this includes genetic disorders, birth defects and hearing loss, but typically not learning or attention issues like dyslexia and ADHD. If your child is eligible for intervention services, you’ll meet with school professionals to develop an Individualized Education Program for your child. In addition to special education services, you may want to consider related services as well.

“A child’s family spends the most time with a child and is the real constant in a child’s life. Involving parents and other family members in the intervention process is more powerful than focusing exclusively on the child.”

A lot happens in these first few years. If your child isn’t where he or she needs to be with development, early intervention can make a huge difference. For more information, learn about specialists who work with babies and toddlers. Children who have exceptional needs whether physical, social and emotional, cognitive, or environmental is essential to both their development and inclusion and to building early learning systems where all children can grow and develop.

All children develop differently, at their own pace. However, if you think that your child is not developing at the same pace as his or her peers, it is often a good idea to talk to your child’s pediatrician. Explain your concerns.