In this example, Mississippi and Arkansas have somewhat similar student bodies in terms of disabilities, but with a graduation rate difference of around 53%. Is that 53% difference because of the care invested in a student’s education or lower graduation standards? When it comes to the special-education quandary, these questions become important to make sure that all students are obtaining the best education possible.

Graduation Standards

What is the difference between the actions of Arkansas and Mississippi that the former is attaining a graduation rate of 84% among its disabled students while the latter has just a 31% rate? The instant thought is the lower standards of the whole system, but that might not be true. The special-education cycle encircling graduation is self-repeating and complicated.

Since 2013, Arkansas has established higher graduation standards compared to the countrywide expectation. It has increased the requirements to graduate in all core classes, including writing, math, history, and science. However, students with special needs don’t need to adhere to this standard because several school districts let them graduate purely on the basis of IEP completion.

If a student with a disability achieves their IEP goals, their graduation won’t be challenged by the state of Arkansas. You may start asking other questions by looking at this side of the system. Does this help students become sufficiently prepared for the world outside of their schools? Are these students expected to seek employment, or was graduation a milestone that marked growth more than ability?

The Seriousness of Special Needs

There’s no question about it that the seriousness of special needs will affect a child’s ability to graduate. It’ll also alter the expectation of teachers and staff, which I’ll discuss shortly. Tackling some of the most severe disabilities in every state, we can understand that there isn’t a single marker that would explain the huge difference in graduations.

For instance, autism rates in the state of Arkansas are around 0.5% higher than those in Mississippi. However, the developmental delay in Arkansas is 0%, whereas, in Mississippi, it’s 8.80%. In Arkansas, intellectual disability is higher by 4.9% with higher specific learning disabilities. By getting this overview you can evaluate that Arkansas might have more challenging special needs. However, it’s also logical to mention that they have different diagnosis processes.

It’s evident that in Arkansas, they don’t have any diagnosis of developmental delay. Instead, the specific learning disability diagnosis rate is significantly higher in the state. In Mississippi, there’s a substantial rate of developmental delay together with emotional disturbance, which covers several conditions.

A doctor’s chamber is the place where the evaluation of the seriousness of special needs should begin, not in the classroom.

Does It Signify Anything?

Right now, it appears that the expectation regarding special-education graduation is slightly more than an attendance prize. While lots of students may work sincerely to earn their grades, progress in their IEP, and become graduates, others may only require an educator who has stopped believing in the system.

An environment that lets educators pass with little consequence or incentive will always demonstrate better graduation rates for students with disabilities. Encouraging student growth and making them prepared for a self-sufficient life after high school should always be the goal.

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Even though these documents are critical, they might be difficult to comprehend at times. Furthermore, many educators and parents have a false concept about IEPs. As a result, we’ll go through three of the most prevalent myths.

1. Every child who struggles is entitled to an IEP.

Students must fulfill a number of requirements in order to be eligible for an IEP. They must, for example, be formally diagnosed with whatever ailment they claim to have.

In other words, individuals must provide the school with proper documentation detailing their condition and its severity. After the kid has been evaluated, this document can be received.

Furthermore, the school must assess that the learner needs additional resources and assistance in progressing through their education. If they are unable to do so, it will be perceived as unfair to other kids in the school.

2. If anything is on your child’s IEP, the school will provide it.

It is critical to keep in mind that all educators are merely human. As a result, they may overlook certain services and accommodations from time to time. To keep this from happening too frequently, parents should keep track of their children’s growth and assist them whenever they can.

Parents should also keep in mind that schools are extremely busy and have hundreds (often thousands) of pupils to supervise. As a result, they may occasionally ignore certain services.

3. Your child will benefit from an IEP after high school.

Contrary to common opinion, an IEP will no longer assist your kid once they have graduated from high school. Furthermore, special education does not apply to college or employment.

As a result, pupils must obtain the appropriate assistance and support while still in school. They will acquire and develop many talents that will help them achieve in the future in this manner.

Finally, consider the following:

IEPs might be difficult to comprehend at times. As a result, many parents and educators have misconceptions about the purpose and use of IEPs.

For example, people may assume that every child who suffers from school will be given an IEP. Furthermore, some parents feel that every service stated in the IEP will always be delivered to their kids.

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The IEP team has sessions to assess the progress of kids who have been assigned an IEP. Students who fail to accomplish their goals will be asked to meet the same set of goals the following year. Students who meet their yearly goals, on the other hand, will be assigned new targets for the following year.

The major objectives of yearly IEP goals are determined after taking a number of considerations into account.

1. Present Level Of Performance (PLOP)

The IEP team evaluates the learner’s current level of achievement while determining yearly IEP goals (PLOP). This is also referred to as PLAAFP, PLP, or PLEP. The PLOP examines the child’s present performance as well as his or her deficiencies.

Recognizing their weaknesses in many areas of academic skill development will assist the team in creating successful goals for the children. Through PLOP, the team can identify any motor or social impairments that may be contributing to the child’s learning problems in addition to academic weaknesses.

The team may then design an agenda to assist the youngster in reaching their desired level of performance.

2. IEP Objectives Based on Strengths

PLOP is a component of a standard-based IEP, and it is critical in identifying the learner’s deficiencies and developing an effective plan for them to follow. However, another important factor in developing an effective plan for the learner is developing a goal-oriented, strength-based IEP. This will assist the learner to recognize and capitalize on their strengths in order to achieve better.

There are several situations in which the youngster may succeed. Recognizing the child’s talents in these areas will increase their drive to improve their skills and successfully use them to overcome their weaknesses.

3. Tracking Their Progress

Annual reports are sent to parents by schools so that they may keep track of their children’s progress. They don’t have to wait that long to see how far they’ve come. You may use an IEP goal tracker to keep track of your child’s academic progress and to better help them on their learning journey.

Finally, consider the following:

Parents and educators who have children or students with IEPs are urged to keep track of their children’s learning progress. This will assist the child’s guardians in recognizing the important talents that the youngster has to acquire in order to be a great student and eventually achieve high marks in the near future.

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If your child is issued an IEP, you must distinguish between effective and ineffective IEP goals as a parent. In this manner, you can guarantee that your child’s IEP helps him or her become a better reader.

What Are IEP Objectives?

Individualized Education Plans (IEPs) are prepared for children with learning difficulties or other special needs.

The IEP is designed to assist special-needs children in performing at the same level as other students in their class. The curriculum is intended to help children develop the skills necessary to become better scholars and readers.

This guarantees that these children do not lag behind their peers and can get higher grades. When it comes to assisting children in becoming better readers, IEP goals are meant to assist children in gaining particular skills required to enhance reading.

For example, one IEP objective may assist a child with vocabulary, while another IEP goal may assist them with fluency.

Important Elements of Effective IEP Goals

As parents, you must understand how to develop successful IEP goals. Checking for certain key components is an excellent technique to determine whether an IEP objective is feasible.

A good IEP objective will be quantifiable. This means that it must be developed in such a way that the instructor can determine whether or not the aim has been fulfilled through assessments. If the kid does well on the exam or in specifically created activities, it is a positive indication that the IEP target has been reached.

A solid IEP objective will also take into account the child’s existing performance. Based on this information, the teacher will develop a strategy to assist the kid in meeting the state academic benchmark.

Examples of IEP Reading Goals

One example of an IEP objective for reading is one that assists children in recognizing distinct words. This objective will help children improve their word recognition abilities by teaching them all of the syllables.

To meet the state academic level, the kid must accurately pronounce at least 90% of the words presented during a test.

Finally, consider the following:

IEPs are designed specifically for children with special needs to assist them in becoming better readers. Educators may utilize many applications in this digital era to create the perfect IEP for their children to help them read at the state academic standard.

The post Identifying Effective IEP Goals For Reading: Everything You Need to Know appeared first on The Tech Edvocate.

To that aim, we have created a simple step-by-step method to assist parents who may not know where to begin in providing their kids with the finest education available.

Begin the Procedure

The first step would be to obtain an IEP for your child. Your child must be qualified for special education services for this to happen.

There are two basic paths that parents pursue to learn more about their children. You may either ask your child’s school to conduct it for free, or you can pay for a private examination of your child outside of school.

Often, the school will commence the assessment process, recommending you to maybe evaluate your child via them. However, they cannot do so without your permission, so if they believe your child requires examination, it may be worthwhile.

You may have concerns concerning the procedure that you would like answered before providing such permission, in which case you should consult this evaluation guide.

How to Determine IEP Eligibility?

After your kid has been examined and the results have been reviewed, the school will determine whether or not your child is qualified for an IEP. However, there are two questions you must answer before you can receive a response.

To begin, you must determine whether your kid has one of the thirteen disabilities listed by the IDEA special education statute. Second, you must state whether your kid needs any special accommodations or assistance in order to succeed in school.

At an eligibility meeting, the IEP team will determine whether or not your kid is eligible. As a parent, you will be present at this meeting, as well as a school professional such as an occupational or speech-language therapist. If it is decided that your kid is qualified, you will start working on the IEP.

What Happens If My Child Isn’t Eligible?

If they are not qualified, you may research what to anticipate at future sessions, research your state’s requirements through a parent training center, and discover what some of the most important IEP terminologies are.

Another option is to obtain a 504 plan for your kid, which can provide additional assistance and accommodations for your child. You might also investigate the IEE.

Finally, consider the following:

If you don’t know where or how to begin, the IEP process may be nerve-racking, and those nerves can frequently continue throughout the whole beginning process. However, if you keep your head on straight and take the necessary precautions, you and your child will be grateful for the educational modifications given.

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What Is the Actual Extent of Our Knowledge about Autism Spectrum Disorder?

Each year, an increasing number of individuals are diagnosed with autism because of new information and discoveries. Gradually, this research has helped professionals diagnose the conditions in a better manner and more easily comprehend autism’s different types. Everyone knows what autism is and that the cases of autism have been rising over the years. However, education-wise, there’re still many things concerning autism that we need to have confirmation with. While professionals concur that children with autism may not have the ability to learn at the same speed as other children of their age, there need to be further expectations of the way educators should teach these students in schools. Therefore, although everyone knows the basics of autism, there’re many things that we still need to find out, particularly in the context of education.

What Is the Research in Progress?

In the context of autism spectrum disorder, a lot of research is in progress. Although we know a lot, continuous studies must be there to make sure that the information is as correct as possible. Some of the categories that researchers are still continuously studying today include:

•         Comprehending the reasons and threats of autism.
•         Ascertaining the number of people with autism.
•         Proving that autism doesn’t have any relation to vaccines.
•         Any other important research.

Each of the categories mentioned above comes with its own methods and studies to improve research even further. These studies may comprise tracking systems, reports, surveys, and even other projects. Researchers are always taking new approaches to these new subjects to help improve the world’s knowledge about autism spectrum disorder while making it easier for people with this condition.

Each year, researchers complete new autism studies. In 2018 alone, they found methods to develop verbal communication of children that have autism, lower the stress of parents of children that have autism, and found more information concerning autism symptoms’ development, together with a large number of other important discoveries and breakthroughs. We can expect to see this trend of successful research in the upcoming years also.

What Is the Importance of Research?

The more information we have about autism, the more convenient it’ll be for us to adapt to the needs of students that have an autism spectrum disorder. There’ll always be something that we can learn concerning this condition, which may help these persons live an improved life. Professionals must research autism as much as they can because it’s vital both for those with autism and the people around them.

Summing Up

We don’t have all the information concerning autism spectrum disorder, but we get to learn more each year because of the significant amount of research being carried out. Everything may not be uncovered by research, but the more it occurs, the more desirable our world will be. Individuals that have autism spectrum disorder should feel more welcomed, and people across the globe need to learn more about this condition gradually.

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Individualized Education Plans (IEPs) that are well-thought-out reflect some of the most individualized planning in education. The IEP outlines a year’s worth of training and tactics for special education students, as well as acceptable goals and educational milestones that will constitute the path to reaching them. IEPs are frequently complex documents that range between twenty and thirty pages in length, and preparing IEPs can be a time-consuming procedure.

When students begin to operate independently and on grade level, they are meant to be phased out of special education and returned to the general education classroom full-time. To demonstrate this further, consider the full process from the moment a child begins experiencing academic challenges to the time they are transitioned out of the special education program. We shall start with the RTI procedure.

RTI and the Special Education Process

A Tier I intervention is a simple adjustment in which educators use differentiated instruction to help the student acquire the topic. The teacher documents the adjustment and any other actions taken and then observes the learner’s development from that point forward to determine whether the adjustment was beneficial.

If Tier I intervention tactics are ineffective, it may be time to move on to Tier II intervention, which entails the development of a learner support team (SST). The SST consists of classroom teachers, a counselor, special education teachers, and administrators who meet with the learner and his or her parents to establish a list of focused interventions. The SST develops a personalized learning plan to address the learner’s deficiencies.

If Tier II strategies aren’t working, it’s time to move on to Tier III. Tier III is distinguished from Tier I and Tier II by increasing intensity – more instructional time, smaller group size, and higher explicitness – a greater emphasis on teaching specific skills.

If Tier III intervention tactics have little effect, it may be time for Tier III, which is usually obvious if educators are monitoring learners adequately—learners may require specific services beyond the Tier III intervention level. This may entail removal from the general education classroom for more intensive individual teaching, such as small-group classes or alternative assessments, and the creation of an IEP (Individualized Education Program).

The IEP for a learner with learning disabilities frequently calls for placement in the general education classroom, with modifications such as extended time for tests and quizzes, a set of teacher notes, preferential seating, permission to voice-record the lecture, or the presence of a paraprofessional or team teacher (special education teacher) co-teaching in the regular classroom.

Taking Them Out of Special Education

When the kid has reached the stage where they are performing on grade level in all of their classes without the support of their special education teacher, the IEP committee must consider if the child is ready to be phased out of the special education program. This might be tough for parents who are anxious that their child will struggle again if extra resources are not available. I always tell them that being phased out of special education is a wonderful thing because it means that all of our efforts were worthwhile. It also shows that their child is resilient and has worked hard to get back on track academically.

The unfortunate part is that schools and school districts are usually the biggest opponents of phasing children out of special education, not for the sake of the child’s well-being or academic performance, but for financial reasons. Schools are funded on a per learner basis, and schools receive more than half as much money for special education students as they do for general education students. This may be a terrible and sobering fact for many, but it was a reality for me.

In conclusion

As a community of educators, we must remember the true purpose of special education and phase out learners who are functioning independently and on grade level. It is our ethical responsibility to prioritize the best interests of individual students over the best interests of the school district’s bottom line.

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Special education can take many forms, from individualized instruction in the classroom to separate classes or settings for students with special needs. In the United States, special education is regulated by the Individuals with Disabilities Education Act (IDEA), which guarantees a free and appropriate public education to any student with a disability. This law sets out the rights and responsibilities of students and their families when it comes to special education services.

Students who receive special education are entitled to a range of services designed to meet their individual needs. These services can include an individualized education program (IEP), which is a document that outlines the student’s educational needs and goals, as well as the services and resources the school will provide. IEPs are developed by a team that includes parents, teachers, other school professionals, and sometimes the student.

Parents of students with special needs should be aware of the laws and regulations that govern special education. They should also be familiar with their rights and responsibilities when it comes to their child’s education. It is important for parents to be an active part of their child’s education, and to make sure that their child is receiving the services and resources they need.

When it comes to special education, there are a variety of approaches that may be used. These approaches can include behavior modification, therapeutic activities, and life skills instruction. The type of approach used will depend on the individual student and the goals of their IEP. It is important for parents to be involved in their child’s education and to understand the goals of their child’s IEP.

Special education also includes transition services, which are designed to help students move from one setting to another. Transition services may include job training, college preparation, and activities to help students gain independence. The goal of transition services is to help students develop the skills they need to become successful adults.

Special education can be a difficult and challenging process, but it is one that can be rewarding and beneficial for both students and their families. Parents of students with special needs should be informed and involved in their child’s education, and should understand the rights and responsibilities that come with special education services. By understanding the services and resources available, parents can help ensure their child is receiving the education they need to reach their fullest potential.  

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A significant and simple way to ensure “different” kids are safe is to have honest and frank conversations about the meaning of “being different.” They need to be told that all humans are different in one way or another, and being different is a marvelous thing. When framed cautiously, differences can help both “different” and “usual” kids comprehend and appreciate differences.

Ideas For Conversation With Kids About Developmental Differences

When you talk to preschoolers, giving direct, honest, and brief answers while refraining from adding your personal explanations or feelings is recommended. For example, you shouldn’t tell what it feels to be different because this will mean implanting your ideas in the young child’s mind about the inner worlds of other people, which you can’t be familiar with.  

Simple and Effective Ways to Talk About Differences

• John uses a wheelchair because, since birth, he can’t use his legs.
• Elina goes to a specialist twice a week because she has difficulty pronouncing the “r” sound.
• Since Dorina doesn’t utilize words to speak, we devise other ways to talk with her.

The most vital lesson to teach young kids is probably that pointing at, ogling, ridiculing, or laughing at other students is entirely deplorable and that they could approach you with their questions in private.

When having conversations with older kids in primary school, you should encourage them to emphasize similarities instead of differences. These older kids are likely to understand less noticeable developmental disabilities or differences, like a peer with unusual behavior.

It’s important to promote honest discussions about various ways in which the child isn’t any different from his classmates. Make sure to use language that puts the individual ahead of his or her disability. This means saying Elina isn’t speech-impaired but has a little trouble with speech. John isn’t wheelchair-bound but has some difficulty walking. Dorina isn’t non-verbal but employs other modes to communicate.

 For example:

• John can’t use his legs but enjoys shooting hoops on the playground. Have you ever asked him to play?
• Elina has speech difficulty sometimes, but she loves writing poems, just like you!
• Dorina can’t use words to communicate, but she’s a beautiful dancer and uses dance to express herself. Do you like to dance?

Apart from these conversations, professionals must understand the differences in their students and serve them the best. For instance, your non-verbal student could need a whistle on the playground to communicate he or she needs you.

The key is to understand and be respectful to these students and shower them with kindness and patience. To ensure these students are safe, you need to get them involved in your class community and encourage their peers to accept diversity. 

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Applied Behavioral Analysis (ABA)

Applied behavioral analysis is often regarded as the “gold standard” in autism treatment. ABA is used to reduce undesirable or unacceptable behaviors while encouraging correct or desired actions. Historically, ABA used penalties and rewards; however, more recently, punishments have been substituted by the absence of rewards. The specific actions that are encouraged or discouraged are determined by prior observation of the patient of therapy. Many children respond well to ABA, and it can assist them in navigating school and social situations.

Early Start Denver Model (ESDM)

The Early Start Denver Model was created to assist in the treatment of autistic children from one to four years old. It is connected to Applied Behavioral Analysis and follows a similar approach, with alterations to accommodate the children undergoing treatment’s very young age. The strategy emphasizes play in engagement with therapists to foster social relationships while also improving cognitive development and language skills. It is critical that parents participate in this type of therapy and continue the teachings at home to continuously model desired behavior for young children.

Speech Therapy

Even if a child is not diagnosed with autism, he or she may benefit from speech therapy. Speech therapy can help autistic children whose speech is significantly impacted (a typical indication of autism) improve their communication skills, voice modulation, knowledge of facial expressions and body language, and more. Speech therapy improves not only verbal language skills but also nonverbal communication comprehension. Some autistic children prefer or comprehend alternate modes of communication, and they can benefit from what is known as Alternative Augmentative Communication (AAC). Sign language, communication via iPads or other technology, speech output devices, and the use of visuals to communicate are all examples of this.

Relationship Development Intervention (RDI)

Relationship Development intervention focuses on addressing some of the main symptoms of autism, focusing on developing emotional and social skills and forming connections. Emotional referencing, social coordination, declarative language, flexible thinking, relational information processing, and foresight and hindsight are the six objectives of RDI. To teach these abilities and motivate children to learn them, RDI uses step-by-step procedures. Children frequently begin by practicing strategies one-on-one with a therapist and/or parents, then progress to working with another child who has similar skills and finally joining a group.

These are only a handful of the various autism therapies accessible, not to mention the drugs available for a variety of symptoms. The modern world has a much better understanding of autism than even in the recent past, and with the correct treatment program or a mix of treatments, many autistic children succeed in their educations, careers, and social lives.

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