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The IEP team is required to consider the student's communication needs. For example, if a student is blind or visually impaired, the IEP is mandated to provide instruction in braille unless an evaluation of the student's reading and writing skills, needs, and future needs indicate that this instruction is not appropriate for the student. If a ...
Individual needs may be addressed in resource rooms as indicated in a student's Individualized Education Plan (IEP). [4] Special education instructors in a resource room focus on particular goals as mandated by an IEP and remedial general education curriculum. Some programs emphasize the development of executive skills, including homework ...
An IEP is designed to give students with disabilities individual goals that are often not on their grade level. An IEP is intended for "developing goals and objectives that correspond to the needs of the student, and ultimately choosing a placement in the least restrictive environment possible for the student."
Both the family and the teacher work together on the IEP team to determine goals, the LRE, and to discuss other important considerations for each individual student. Throughout the whole IEP and special education process, parents and families should be updated and kept informed of any decisions made about their specific student.
These must be completed 10 days before or after 85% of a school's year has passed. The California Standards Tests (CSTs) are designed to match the state's academic content standards for each grade. Grades 2 through 8 tests cover mathematics and English/language arts (which includes writing in grades 4 and 7).
An IEP may determine the proper placement of a student in inclusive education through tests, studies, and interviews with counselors and family members. Based upon the arrangement of homework assignments, team projects, and basic communication with other students and teachers, students can then learn what works best for them.