Accommodating eric need special student

The IEP must identify the student's current level of educational performance; measurable goals and objectives; special education, related services, and other accommodations to be provided; and the extent of participation with nondisabled students.The IEP must also specify how the student's progress will be measured, how parents will be informed of progress, and the extent of modification in state- and districtwide tests.CTE teachers are only one member of the team that plans and provides educational activities and accommodations for students with disabilities.

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Planning should be proactive, focused on individual students, and driven by students and parents; it should involve student assessment, life skills development, and accommodations.Qualitative studies reviewed by Eisenmann (2000) imply that integration of academic and vocational curricula promoted meaningful engagement and inclusion of students with disabilities by increasing persistence, academic achievement, and postsecondary engagement.Four key federal laws define the rights of students with disabilities (Ordover and Annexstein 1999).However, CTE teachers play a primary role in providing instruction through school- and work-based experiences and activities linking the two and in integrating academic and vocational instruction; in that role, CTE teachers should receive support and assistance from others. ENSURING ACCESS, EQUITY, AND QUALITY FOR STUDENTS WITH DISABILITIES IN SCHOOL-TO-WORK SYSTEMS: A GUIDE TO FEDERAL LAW AND POLICIES. Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education. CULTIVATING OUR GARDEN: SERVING STUDENTS WITH LEARNING DISABILITIES IN FAMILY AND CONSUMER SCIENCES.Special educators typically play the primary role in identifying educational activities and accommodations that suit students' interests, aptitudes, abilities, and postschool preferences (Evers and Elksnin 1998). IMPROVING STUDENT OUTCOMES: PROMISING PRACTICES AND PROGRAMS FOR 1999-2000. Washington, DC: Center for Law and Education; Minneapolis: Institute on Community Integration, University of Minnesota, 1999. CREATING USEFUL INDIVIDUALIZED EDUCATION PROGRAMS (IEPS). Ellenburg, WA: Family and Consumer Sciences Education Association, 1996.Planned educational activities should focus on school- and work-based experiences linking high academic and workplace standards, with integrated academic and vocational curricula for employment skills and specific occupational instruction.Family involvement should be facilitated by training to increase parents' knowledge and skills in advocacy, planning, support, and legal issues.Career and technical education (CTE) can provide significant benefits to students with disabilities.CTE teachers need to be aware of the rights of students with disabilities and of the planning process involved in meeting their needs.The Individuals with Disabilities Education Act (IDEA), as amended in 1997, establishes the right of students with disabilities to a free appropriate public education, including special education, related services, and transition services.The Individualized Education Program (IEP) mandated by IDEA draws on the results of a comprehensive evaluation of the student's educational needs at least once every 3 years (ibid.; Smith 2000).

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