Standard and Nonstandard Assessment for Individual Educational Plans Essay

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Standard/NonStandard Assessment for SPED

Individual Educational Plans (IEPS) are a way in which teachers and the school system can address special services that provide programs for children with delayed skills or disabilities. A child that has difficulty learning and functioning and may be identified as a special needs student is the type of candidate for an IEP. However, in order for there to be a fairer way to administer and develop programs so that children may take advantage of them, there is a process and set of procedures necessary prior to implementing the IEP that is important so that fairness and equality are assured. In fact, one of the Special Education Standards, III, notes "The special education teacher knows how to communicate and collaborate effectively in a variety of professional settings." (See Ahearn, 2006).

When we reflect upon this particular standard we find that there are five different settings in which this is an important aspect of communications within the educational setting: teacher/student, teacher/colleague, teacher/administration, teacher/parent, and teacher/community and other professionals.

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Teacher/Student -- This is often the beginning of the dialog process regarding the need for an IEP. The teacher sees the student on a regular basis, typically dealing with a variety of subjects. The teacher is able to document and view the difficulties that the student may be having, and meet one on one with the student to try to understand the level of difficulty and whether it is cognitive or simply subject-matter related. In addition, the teacher has the opportunity to mitigate the situation by using micro-interventions over time. It is when these smaller interventions do not work that we understand we may need to take the process to the next step. Additionally, asking the student about various….....

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