IEP and IFSP Flashcards
No Child Left Behind
Nickle-B
Requires Modifications for Standardized testing
Documented in IEP
Teachers, schools are tied to achievement
What is a 504 plan?
Requires that the disabled child be able to have their needs met at the same level as able bodied
Kids who don’t fall under IDEA or Special Ed
- Lazy eye
- Amputation
- EB
- Disorder can’t be transient- Fx Radius
Individuals with Disabilities Education Act (IDEA)
Covers educational Services for children Birth to 21 years
Three types of Documents Required in the Law
- Notice and Consent forms
- IFSP-Individual Family Services Plan
- IEP-Individual Educational Plan
Requires NEEDED services not WANTED services
- No regard to budget or staff shortages
Americans with Disabilities Act (ADA)
Covers every one
Accommodations (reasonable)
Undue burden
Different from the others because its civil rights legislation
- Places individuals with any disability into a protected class
Can’t privatize yourself away from ADA
Any institution must provide reasonable accommodations
Who delivers IEP/IFSP services?
School system
- Public
Welfare/children services programs (usually early intervention – EI)
Home health programs (usually early intervention – EI)
In Alabama:
- 5-21 is in the school
> Can stay in school system until 21 if disabled
- Birth to 3 (5) is through Early Intervention, often home care
> Coordinates with Department of Health and Human Services
Notice and Consent with IEPs and IFSPs
First Document required in the EI and Special Ed World
Some school districts have set forms others let the individual schools do it
- Each School district will have a set of Procedural Safeguards
> Policy and procedures to assure no one falls through the cracks
Parents must be notified and informed in their native language, including Braille, sign language and oral communication if:
- There is to be any proposal to initiate or change services
- If the agency refuses to initiate or change services
Parents must be notified, but they do not have to agree
Parents must be notified and give consent for…
Evaluation and Reevaluation
- Before it can begin
- Must notify why, who, what areas, when, and what services
Meetings
- All team meetings, especially for IEP and IFSP
- Must notify time, place, purpose, who will be there
Other
- Anything that applies to the child
- Change in services, referral
Can’t schedule meetings knowing the parent cannot be present. Must accommodate
Role of the service coordinator
Team leader
Serves as the meeting leader
Assures documentation is complete and on time
Assures parents are aware of rights
Assures parents understand process and reports
Frequently the OT in Birth to 2 group
Can be after 2, but since OT is a related services and not a special ed service, they usually aren’t
Regarding eval and re-eval, IDEA requires…
What action is to take place
Rational for action
- Avoid evaluative comments
Safe guards
Procedures for filing a complaint
- Remember, the parents don’t have to agree but the decision must be based on best practice not schedule load or money
Detail of who is on the team
Areas typically evaluated with IEP and IFSP
Health
Vision
Hearing
Social/emotional status
General intelligence
Academic performance
Communication skills
Motor abilities
What is an IFSP?
Individual family services plan
- Comes under part C of IDEA
- Covers kids birth to 2
> In some cases to age 5
A document that specifies the specific strengths and needs of a child AND his family
Steps to achieve those goals
Who is responsible of the implementation of the plan
Who is paying
8 required elements of the IFSP
- Present level of performance
- Families resources, priorities and concerns
- People, skills, insurance ect - Major outcomes expected (goals)
- Specific early intervention services
- Includes frequency, intensity, and method of delivery - Statement of the natural environment or why not
- Dates for initiation of services
- ID of the services coordinator
- Transition steps
IFSP evaluation musts
Consent to evaluate
Performed by qualified individual
- Role of COTA
- Miller performed by a Teacher
Based on state approved criteria
Medical and health history included
Level of performance and unique issues of the child
The evaluation is conducted in the child’s natural environment
Present level of development statements
Use both descriptive and interpretive statements
List both strengths and weaknesses
Should also have a need statement, be broad but not too broad
Outcomes and goals for IEP/IFSP
Outcomes (think LTGs)
- Can be for the child or family
- Written annually and reviewed every six months
- Outcomes must be specific and have criteria , procedures and a time line to meet the goals
STIO-Short term Instructional Objectives
- Steps to meet the annual goal
- Could be increasing stamina or could be a bath bench
