General education teachers have a lot on their plates, just like special education teachers do. General ed have an entire classroom to manage, papers to grade, and a million things to think about on a day-to-day basis.
With full inclusion becoming the norm in most school districts around the country, general education teachers who may not have previously had to think about IEP goals or accommodations now have to take the IEPs of students into consideration when planning instruction.
Most general educators may not be familiar with what’s found in the IEP or with the IEP process. Learning about IEPs can seem daunting to someone who may not have much experience with special education.
Luckily, here is a mini crash course on the most important parts of the IEP for general education teachers.
A student’s IEP will include IEP goals in the areas in which he or she struggles. The Present Levels sectin of an IEP shares more info on all of what a child exceeds and/or struggles with across all areas of performance.
Additionally, the service times section will include how much service time the student is to receive each week. During their service time, the child will receive individualized instruction either one-on-one or in a small group. This service time allows them to work on skills that will help them “close the gap” between their present level of academic performance and the grade-level standards.
Another important section of a child’s IEPs are the accommodations and modifications. Accommodations and modifications are written into the IEP in order to give the student with an IEP better access to the general education curriculum.
Classroom accommodations are things that are used in the classroom in order for a student with special needs to be able to access the general education curriculum. Accommodations do not change the content, vigor, standards, or grade level of the material that is being accessed. On the flip side, modifications do change the content, vigor, standards, or grade level of the general education curriculum.
Accommodations and modifications should be followed closely in order to allow the student to access the general education curriculum, and keep them in their least restrictive environment.
Here is short snippet from one of the trainings inside of TII membership about accommodations and modifications in general education:
If you’re looking for more specifics on IEP like writing IEP goals and behavior plans – you’re in the right place!
By joining the membership, individuals also gain access to an extensive library of over 13,000 pre-written IEP goals, empowering them with a wealth of options to support their students’ unique needs.
Learn more and become a member of The Intentional IEP today!
Related service providers might become your new best friends! By taking a look at a student’s IEP, you will be able to see if they have related services in speech, occupational therapy, physical therapy, counseling, or another area.
The related service providers will work with the student for a designated amount of time, and can provide you with suggestions to use in the classroom. For example, a counselor could suggest ways to help the student calm down, or an occupational therapist could give recommendations on different types of paper to use with a student with fine motor deficits.
Did you know that an IEP is a legal document? This is an important fact to remember! Students are entitled to everything that is included in their IEP, and you are legally obligated and required to provide the services outlined in the IEP.
If the IEP is not followed, this is not only doing the child a disservice, it is also leaving the school open to legal action taken by parents. This can be avoided by reading the IEP carefully, following it, and making sure that everything is documented. If you have questions about a child’s IEP, reach out to the child’s caseload manager or special ed teacher.
After the general education teachers receive copies of their students IEP’s – it is important to collect their signature acknowledging their receipt of the paperwork. When you join the Intentional IEP Membership, you can have access to this IEP Acknowledgement Receipt resource to use! Click on the image above to join!
General educators can provide IEP services, too! As long as what you are teaching in a small group, like guided reading, aligns with the student’s IEP goals, service time can be provided by general educators.
Talk to your school’s special education staff to work out who will be providing services and how.
Full inclusion can be so rewarding. Follow the TII Team’s advice to ensure that student IEPs are understood and followed, and watch the magic of inclusion happen in your classroom.
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