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What is Individualized Education Plan (IEP)

Chapter 2
Promoting Diversity, Equity, and Inclusion in Language Learning Environments
A contract between the district and the family that delineates educational services that will be provided for the student based on their unique needs.
Published in Chapter:
English Language Learners With Disabilities: The Importance of Culturally Responsive Teaching
Karina Becerra-Murillo (Jurupa Unified School District, USA & American College of Education, USA) and Josefina Flores Gámez (Jurupa Unified School District, USA)
Copyright: © 2023 |Pages: 17
DOI: 10.4018/978-1-6684-3632-5.ch002
Abstract
English language learners (ELLs) are a fast-growing and diverse student population in the United States. Students with disabilities and English language learners are significant subgroups in public schools across the United States, with growing numbers on an annual basis. Educating students with disabilities and ELLs requires an advanced level of instruction to meet their unique educational needs. This chapter will identify instructional strategies to support both subgroups while keeping their educational and cultural needs at the forefront. Culturally Responsive Teaching can provide guidance for teachers to specifically meet the needs of dually identified students. Targeted suggestions for professional development were identified for novice teachers and suggestions for future research on dually identified students were provided.
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Chapter 7
Personalized Learning and Special Education
An educational plan specifically for a student with an identified disability under IDEA. It is a legal document and must be followed by any educational professional who interacts or educates the student.
Published in Chapter: Personalized Learning and Special Education; From: Evaluation of Principles and Best Practices in Personalized Learning
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Chapter 3
Together but Apart: Strategies to Improve Inclusive Classrooms
Legal document protecting disabled students’ educational rights
Published in Chapter: Together but Apart: Strategies to Improve Inclusive Classrooms; From: Cases on Teacher Preparation in Deaf Education
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Chapter 24
Supporting Early Childhood Outcomes through Assistive Technology
A written document for each eligible child ages 3-21 with a disability that is developed, reviewed, and implemented by education team.
Published in Chapter: Supporting Early Childhood Outcomes through Assistive Technology; From: Handbook of Research on Human Cognition and Assistive Technology: Design, Accessibility and Transdisciplinary Perspectives
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Chapter 13
Assistive Technology Utilization: Trends, Challenges, and Implications for Special Education Teachers
A written statement of the educational program designed to meet a student’s individual needs. Every student who receives special education services must have an IEP. Assistive Technology can be written into the present level of performance, or as a related service item and/or as a supplementary aid or service in the IEP document.
Published in Chapter: Assistive Technology Utilization: Trends, Challenges, and Implications for Special Education Teachers; From: New Considerations and Best Practices for Training Special Education Teachers
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Chapter 9
Practices in Inclusive Settings at K-12 Classrooms and Higher Education in USA
Each child with a disability has an IEP, developed by a multidisciplinary team. It outlines goals and objectives and is reviewed annually. It targets all areas of a child’s special needs.
Published in Chapter: Practices in Inclusive Settings at K-12 Classrooms and Higher Education in USA; From: Developing Inclusive Environments in Education: Global Practices and Curricula
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Chapter 16
Family Events and Connections That Work: Finding Ways to Engage Families in Person and Virtually
A United States of America federally mandated, goal-based plan created for a student with disabilities that guides their services, accommodations, modifications, and other educational needs.
Published in Chapter: Family Events and Connections That Work: Finding Ways to Engage Families in Person and Virtually; From: Meaningful and Active Family Engagement: IEP, Transition and Technology Integration in Special Education
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Chapter 7
Planning Daily Lessons
An individualized education plan that lays out the special education instruction, supports, and services a learner needs to make progress.
Published in Chapter: Planning Daily Lessons; From: Preparing Agriculture and Agriscience Educators for the Classroom
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Chapter 8
Working With Deaf and Hard-of-Hearing Children From Linguistically Diverse Backgrounds
The IEP is a written statement of the educational program designed to meet a child’s individual needs. Every child who receives special education services must have an IEP.
Published in Chapter: Working With Deaf and Hard-of-Hearing Children From Linguistically Diverse Backgrounds; From: Cases on Communication Disorders in Culturally Diverse Populations
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Chapter 110
Using Assistive Technology to Ensure Access to E-Learning for Individuals with Disabilities
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Chapter 12
Special Education Policy in the United States and Ireland: Comparisons and Analysis Through the Lens of Universal Design for Learning
A written document, as outlined by the Education for Persons with Special Education Needs Act, prepared for a named student which specifies the learning goals that are to be achieved by the student over a set period as well as the teaching strategies, resources and supports necessary to achieve those goals.
Published in Chapter: Special Education Policy in the United States and Ireland: Comparisons and Analysis Through the Lens of Universal Design for Learning; From: Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles
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Chapter 2
Understanding Inclusive Practices for Students With Autism Spectrum Disorder Through the Individualized Education Plan Process
A contract between the district and the family that delineates educational services that will be provided for the student based on their unique needs.
Published in Chapter: Understanding Inclusive Practices for Students With Autism Spectrum Disorder Through the Individualized Education Plan Process; From: Understanding Parent Experiences and Supporting Autistic Children in the K-12 School System
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Chapter 1
The Dream Team: How Counselors and Classroom Teachers Form a Vital Alliance
A formal, written, legal document that outlines the accommodations and/or modifications that a student is supposed to receive to support their learning disability. A special education team works together using a myriad of evidence to create a well-rounded IEP. After the age of 16, the student is invited to be a part of the process with increased self-advocacy.
Published in Chapter: The Dream Team: How Counselors and Classroom Teachers Form a Vital Alliance; From: Supporting Early Career Teachers With Research-Based Practices
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