Individualized Educational Plan for Special Education/Students with Disabilities

Table of Contents

Introduction1

Problem Statement4

CHAPTER II: LITERATURE REVIEW6

The Individuals with Disabilities Education Improvement Act of 20046

Effects on Students with an IEP in a Literature Classroom8

CHAPTER III: METHODOLOGY12

Quantitative Research13

Research Design15

Selected Case Study Design15

Data Collection Instrument16

Data Collection Procedures16

Feasibility and Appropriateness17

Quality and Verification18

Informed Consent and Ethical Considerations19

Summary20

References21

Individualized Educational Plan for Special Education/Students with Disabilities

Introduction

An Individualized Educational Plan (IEP) identifies the services required to provide specialized design instruction for sixth-grade students with disabilities. Six major components describe an IEP. The first component is the present level of performance describing the skills of a student. A second component is measurable goals and objectives that align to the development of a rubric (Reading Today, 2003). Assessment status, stated on an IEP, is the third component. The fourth component is the nonparticipation with non-disabled students. Describing all the required services is the fifth component. A final component of an IEP is the process to report progress. Each component provides a special educator with information for the educational process required to instruct students with disabilities. A rubric “identifies performance competencies that separate student performance into a number of interrelated instructional concerns (Reading Today, 2003).

By identifying competencies, special educators can write an accurate and legally enforceable IEP that develops pathways towards academic achievement for students with disabilities. Using a rubric allows special educators to relinquish a level of the regulation over both the process and the outcome. Using a rubric with an IEP is beneficial, consistent, and concrete to assess skills for the student, parent, and administration. As a result, the possibility of using a rubric with an IEP leads to fulfillment of legal requirements specified in IDEIA and will allow demonstration of increasing skills in students with disabilities. Many researchers provided studies that using a rubric was an effective process to assess students in their learning. Picket and Dodge (2001) verified that a rubric acts as an authentic assessment tool used in the classroom. A rubric is a scoring guide that seeks to evaluate a student's performance on the sum of a full range of criteria rather than a single numerical score. Rubrics are an assessment tool that depicts a quality determination that requires judgment about the quality of work. (Walker, 2002) The development of a rubric also resembles the development of an IEP; both ideas develop and work to assist each other. Other researchers, such as Moskal (2003), Mertler (2001), Marzano (2003), Costa (2004), and Kallick (2004), wrote in their study that an ease and effectiveness takes place in using a rubric as an assessment tool (Walker, 2002).

Researchers continue to conduct numerous studies to demonstrate the 3 ease and effectiveness of a rubric as an effective assessment tool for educators to use in the classroom. New studies need to take place for researchers to provide research-based information for special educators to use a rubric with an IEP. To alleviate concerns of writing a legally correct IEP specific to legal statutes, special educators can develop a rubric to gather information to ...