Special educators need to understand how to include and engage general educators in the IEP process. They also need to have a firm understanding of the research behind inclusive classrooms for special education students, the benefits of inclusion settings, and their potential drawbacks.
Refer to the "Individualized Education Program (IEP) Blank Template" and the "New Your City Board of Education Individualized Education Program Blank Template" as needed to inform the topic assignment.
Create a 15-20 slide digital presentation for professional development for general education teachers on the topics of IEPs, inclusive classrooms, and team teaching.
Address the following within the presentation:
- Explain each major section of an IEP.
- Describe what an inclusive classroom setting looks like, and when it may be the most beneficial setting for students with disabilities; include specific examples of students with disabilities being appropriately placed in an inclusive setting.
- Describe three team teaching models; include benefits and drawbacks of each.
Include a title slide, reference slide, and presenter's notes.
Your digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.
Use the IEP template examples to inform the assignment. Support your presentation with a minimum of three scholarly resources.
IEP TEMPLATE (WORD) THIS IEP INCLUDES: FORMCHECKBOX Transitions FORMCHECKBOX Interim Service Plan NEW YORK CITY BOARD OF EDUCATION INDIVIDUALIZED EDUCATION PROGRAM CONFERENCE INFORMATION CSE Case# - Home District: Service District: Date: / / Type: STUDENT INFORMATION *Age as of the date of the conference Name: NYC ID# - - Date of Birth / / Gender FORMDROPDOWN Address: Age: Phone: ( ) - English LAB Year Spanish LAB Year Grade FORMDROPDOWN Language(s) Spoken/Mode of Communication FORMDROPDOWN Primary Agency with whom student is involved Name of Contact FORMTEXT Phone: ( ) - Agency Case# PARENT/GUARDIAN INFORMATION Relationship to Student Name: FORMDROPDOWN Address: Phone (Home): ( ) - Phone (Work): ( ) - Interpreter Required FORMCHECKBOX Yes FORMCHECKBOX No Preferred Language/ Mode of Communication FORMDROPDOWN SPECIAL MEDICAL/PHYSICAL ALERTS (Refer to Health & Physical Development Page for additional details.) The student has FORMCHECKBOX medical conditions and/or FORMCHECKBOX physical limitations which affect his/her FORMCHECKBOX learning FORMCHECKBOX behavior and/or FORMCHECKBOX participation in school activities. The student requires FORMCHECKBOX medication and/or FORMCHECKBOX health care treatment(s) or procedure(s) during the school day. Other alerts: SUMMARY OF RECOMMENDATIONS Eligibility FORMCHECKBOX Yes FORMCHECKBOX No Recommended Services Classification of Disability FORMDROPDOWN FORMDROPDOWN Staffing Ratio FORMDROPDOWN Twelve Month School Year FORMCHECKBOX Yes FORMCHECKBOX No Recommended Services for the Twelve Month School Year FORMDROPDOWN Staffing Ratio FORMDROPDOWN Other Recommendations (Check all that apply) *Details are provided in relevant sections of IEP FORMCHECKBOX Program Accessibility FORMCHECKBOX Adaptive Phys. Ed.* FORMCHECKBOX Bilingual Instruction FORMCHECKBOX Related Services FORMCHECKBOX Assistive Technology FORMCHECKBOX Monolingual Services with ESL FORMCHECKBOX Monolingual Services without ESL FORMCHECKBOX Special Education Transportation – Comment Students who are blind or visually impaired: Students who are deaf or hard of hearing Braille instruction needed FORMCHECKBOX Yes FORMCHECKBOX No Language of Instruction Mode of Communication Copy for FORMCHECKBOX CSE FORMCHECKBOX Parent FORMCHECKBOX School FORMCHECKBOX Student FORMCHECKBOX Other Page 1 Student: NYC ID# - - CSE Case# - Date of Conference: / / CONFERENCE INFORMATION Referral Type: FORMCHECKBOX Initial FORMCHECKBOX Annual Review Conference Type: FORMCHECKBOX EPC FORMCHECKBOX Annual Review FORMCHECKBOX Triennial FORMCHECKBOX Requested Review FORMCHECKBOX CSE Review FORMCHECKBOX CPSE Review Attendance at Conference Please note that your signature reflects your participation at the conference and does not necessarily indicate agreement with the Individualized Education Program. Signature/Title Role (Indicate if Bilingual) Signature/Title Role (Indicate if Bilingual) FORMTEXT Parent/Legal Guardian Parent/Legal Guardian District Representative Special Education Teacher Or Related Service Provider General Education Teacher Parent Member (CPSE/CSE) Student Other Education Evaluator School Psychologist Other School Social Worker Other Other Use an asterisk(*) to signify the participant who interprets the instructional implications of evaluation results. Use the letter (T) to signify participation by teleconference. Conference Result FORMCHECKBOX Initiate Service FORMCHECKBOX Modify Service FORMCHECKBOX Change Recommended Service FORMCHECKBOX No Change Indicate Modifications Initiation, Duration and Review of IEP Projected Date of Initiation of IEP / / Projected Date of Review of IEP / / Duration of Services Contacts with Parent/Legal Guardian Date Notice of Meeting Sent / / Date IEP and Notice of Recommendation Date of Follow-up (if any) / / FORMCHECKBOX Given to Parent / / Type of Follow-up FORMCHECKBOX Letter FORMCHECKBOX Telephone FORMCHECKBOX Sent to Parent / / Page 2 Student: NYC ID# - - CSE Case# - Date of Conference: / / ACADEMIC PERFORMANCE AND LEARNING CHARACTERISTICS Describe the student’s present levels of academic achievement, language development, cognitive development and learning style in English and the other than English language for LEP students. Discuss how the student’s disability affects his/her involvement and progress in the general curriculum or, for preschool students, as appropriate, how the student’s disability affects participation in appropriate activities. PRESENT PERFORMANCE: READING and WRITING MATH Area Date Test/Evaluation Score Instructional Level Area Date Test/Evaluation Score Instructional Level Decoding / / Computation / / Reading Comprehension / / Problem Solving / / Listening Comprehension / / / / Writing / / / / / / / / / / / / ACADEMIC MANAGEMENT NEEDS (Environmental modifications and human/material resources) Page 3 Student: NYC ID# - - CSE Case# - Date of Conference: / / ACADEMIC PERFORMANCE AND LEARNING CHARACTERISTICS Describe the student’s present levels of academic achievement, language development, cognitive development and learning style in English and the other than English language for LEP students. Discuss how the student’s disability affects his/her involvement and progress in the general curriculum or, for preschool students, as appropriate, how the student’s disability affects participation in appropriate activities. PRESENT PERFORMANCE: ACADEMIC MANAGEMENT NEEDS (Environmental modifications and human/material resources) Page 3-1 Student: NYC ID# - - CSE Case# - Date of Conference: / / ACADEMIC PERFORMANCE AND LEARNING CHARACTERISTICS Describe the student’s present levels of academic achievement, language development, cognitive development and learning style in English and the other than English language for LEP students. Discuss how the student’s disability affects his/her involvement and progress in the general curriculum or, for preschool students, as appropriate, how the student’s disability affects participation in appropriate activities. PRESENT PERFORMANCE: ACADEMIC MANAGEMENT NEEDS (Environmental modifications and human/material resources) Page 3-2 Student: NYC ID# - - CSE Case# - Date of Conference: / / SOCIAL/EMOTIONAL PERFORMANCE Describe the student’s strengths and weaknesses in the area of social and emotional development in English and the other than English language for LEP students. Consider the degree and quality of the student’s relationships with peers and adults, feelings about self and social adjustment to school and community environments. Discuss how the student’s disability affects his/her involvement and progress in a general curriculum or, for preschool students, as appropriate, how the student’s disability affects participation in appropriate activities. PRESENT PERFORMANCE: BEHAVIOR AND THE INSTRUCTIONAL PROCESS FORMCHECKBOX Behavior is age appropriate Describe present levels of support including personnel responsible for providing behavioral support FORMCHECKBOX Behavior does not seriously interfere with instruction and can be addressed by the FORMCHECKBOX general education and/or FORMCHECKBOX special education classroom teacher. FORMCHECKBOX Behavior seriously interferes with instruction and requires additional adult support. FORMCHECKBOX Behavior requires highly intensive supervision. SOCIAL/EMOTIONAL MANAGEMENT NEEDS (Environmental modifications and human/materials resources) A behavior intervention plan has been developed FORMCHECKBOX Yes FORMCHECKBOX No Page 4 Student: NYC ID# - - CSE Case# - Date of Conference: / / SOCIAL/EMOTIONAL PERFORMANCE Describe the student’s strengths and weaknesses in the area of social and emotional development in English and the other than English language for LEP students. Consider the degree and quality of the student’s relationships with peers and adults, feelings about self and social adjustment to school and community environments. Discuss how the student’s disability affects his/her involvement and progress in a general curriculum or, for preschool students, as appropriate, how the student’s disability affects participation in appropriate activities. PRESENT PERFORMANCE: BEHAVIOR AND THE INSTRUCTIONAL PROCESS FORMCHECKBOX Behavior is age appropriate Describe present levels of support including personnel responsible for providing behavioral support FORMCHECKBOX Behavior does not seriously interfere with instruction and can be addressed by the FORMCHECKBOX general education and/or FORMCHECKBOX special education classroom teacher.