Select at least two lesson plans for the Week One Assignment submitted by classmates in the Doc Sharing tool.
Next, submit an initial post that, in no less than a paragraph for each lesson plan, provides the classmates with an evaluation of the effectiveness of their lesson plan for teaching students with mild to moderate disabilities. Justify your evaluation with at least one scholarly source. Consider the following questions based on the required reading for this section, specifically Chapter 6 (Cohen & Spenciner, 20013), and previous concepts learned in the MASE program.
“Beginning when the child is age 14 (or younger, if appropriate), the IEP must address (within the applicable parts of the IEP) the courses he or she needs to take to reach his or her post-school goals. A statement of transition services needs must also be included in each of the child’s subsequent IEPs” (United States Department of Education, “”Archived: Guide to the Individualized Education Program,” n.d, para 17). As part of the planning process, it is required that there be measurable post secondary goals based on age-appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills.
Based on the following guidance as found in the Individuals with Disabilities Education Act (IDEA) (2004), the rules for writing appropriate and measurable postsecondary IEP goals are listed below:
· Focus must be:
o postsecondary education/postsecondary training;
o postsecondary employment; and
o where appropriate, independent living skills.
· Activity occurs AFTER graduation, and it is clearly stated that the goal will occur after graduation.
· Goals are measurable and can be observed and/or counted.
· The expectation, or behavior, is explicit.
· Goals are based on age appropriate transition assessment (assessment results included in present levels)
· Identifies an outcome, not a process
Examples of post secondary goals might look like this:
Figure 9. Example goals. This chart provides examples of compliant goals and the justification for each. Source: Wellner, L. (2015). Compliant goal examples. Bridgepoint Education. CA.
ESE 603 info
Contents of the IEP
According to the United States Department of Education, “”Archived: Guide to the Individualized Education Program,” n.d, para17) the IEP must include certain information about the child and the educational program designed to meet his or her unique needs. Briefly, this information is:
Archived: Guide to the Individualized Education Program (Links to an external site.). (n.d.). Retrieved from http://www2.ed.gov/parents/needs/speced/iepguide/index.html#contents
Cook, B. G., & In Tankersley, M. (2012).Research-based practices in special education. Boston, MA: Pearson.
Osborne, A. G., & Russo, C. J. (2014).Special education and the law: A guide for practitioners (3rd ed.). Thousand Oaks, CA: Corwin Press.
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