The Individualized Education Program Report The IEP is the primary vehicle for communicating the district’s commitment to address the unique educational ne

The Individualized Education Program Report The IEP is the primary vehicle for communicating the district’s commitment to address the unique educational needs of students with disabilities. As early as possible, and no later than 16 years of age, according to IDEA (2004), the IEP team must include transition planning as part of the IEP process. This is often referred to as Transition IEP, which is considered an addition to the content requirement for an IEP. In fact, it is an IEP, and must include all the required components of an IEP. Your school district may provide a supplemental form to be used in conjunction with the development and documentation of the transition IEP.

Ask permission to sit in on an IEP meeting in which transition services are to be discussed. No personal or sensitive information should be included in this report. Assure the school administrators and the parents of the student that your presence at the meeting is for training purposes only. It is best if you know the parents/guardians of the child who have the right to invite guests to their child’s IEP meeting. Again, assure the parents and administrators that the child’s real name will not be included in your report, nor will any information that will identify him/her

A. Prior to the meeting, create an information packet to give to the family members during the IEP meetings to include a clarification of educational jargon, information on their right as the parents or guardians of the child, an explanation of the IEP process, contact information about the school personnel, and any additional information you think the parents would need before the meeting. Include this information with your field experience report. (7 points)

B. Take notes during the meeting, especially when the members of the committee start discussing the transition services for this student, and gather the information needed to answer the following questions related to the following four areas of concern. (7 points)

1. Desired postsecondary outcome: What is the vision of the student and his/her family of where the student will live, be employed, spend leisure time, and engage in social relationships? What instructional procedures for teaching adaptive life skills to this child?

2. Instruction: What academic, vocational, or nonacademic courses are recommended for this student? What are some of the methods for evaluating and documenting the student’s progress in acquiring, generalizing, and maintaining skills related to interpersonal interactions and participation in activities in school at home, and in the community?

3. Community experiences: What leisure, domestic, community access, and vocational activities are recommended and are available for this student?

4. Employment: What community-based employment, supported employment, on the- job training, occupational training, and exploratory coursework are recommended for this student? What are the necessary skills that this student needs to engage in self-determination and self-advocacy?

C. Your field experience report should conclude with a summary and your impressions of the meeting. Your final thoughts should address the following questions. (6 points) ESE 680 Page 17 of 45 September 2015

1. Did the parents get what they wanted for their child?

2. Was someone at the meeting there to advocate for the student?

3. Was the student invited to the meeting? If not, why not?

4. Who did most of the talking at the meeting, and what was the extent of the

parents/guardians’ participation?

5. Were the decisions made at the meeting for the best interest of the

student?

6. Did everyone seem to agree with the transition services suggested for this

student? How realistic were the transition goals for this student?

7. What did you learn from this experience? How optimistic are you about

this student’s future? The IEP is the primary vehicle for communicating the district’s commitment to address
the unique educational needs of students with disabilities. As early as possible, and no
later than 16 years of age, according to IDEA (2004), the IEP team must include
transition planning as part of the IEP process. This is often referred to as Transition IEP,
which is considered an addition to the content requirement for an IEP. In fact, it is an
IEP, and must include all the required components of an IEP. Your school district may
provide a supplemental form to be used in conjunction with the development and
documentation of the transition IEP.
Ask permission to sit in on an IEP meeting in which transition services are to be
discussed. No personal or sensitive information should be included in this report.
Assure the school administrators and the parents of the student that your presence at
the meeting is for training purposes only. It is best if you know the parents/guardians of
the child who have the right to invite guests to their child’s IEP meeting. Again, assure
the parents and administrators that the child’s real name will not be included in your
report, nor will any information that will identify him/her
A. Prior to the meeting, create an information packet to give to the family members
during the IEP meetings to include a clarification of educational jargon, information on
their right as the parents or guardians of the child, an explanation of the IEP process,
contact information about the school personnel, and any additional information you think
the parents would need before the meeting. Include this information with your field
experience report. (7 points)
B. Take notes during the meeting, especially when the members of the committee start
discussing the transition services for this student, and gather the information needed to
answer the following questions related to the following four areas of concern. (7 points)
1. Desired postsecondary outcome: What is the vision of the student and his/her family
of where the student will live, be employed, spend leisure time, and engage in social
relationships? What instructional procedures for teaching adaptive life skills to this
child?
2. Instruction: What academic, vocational, or nonacademic courses are recommended
for this student? What are some of the methods for evaluating and documenting the
student’s progress in acquiring, generalizing, and maintaining skills related to
interpersonal interactions and participation in activities in school at home, and in the
community?
3. Community experiences: What leisure, domestic, community access, and vocational
activities are recommended and are available for this student?
4. Employment: What community-based employment, supported employment, on thejob training, occupational training, and exploratory coursework are recommended for
this student? What are the necessary skills that this student needs to engage in selfdetermination and self-advocacy?
C. Your field experience report should conclude with a summary and your impressions
of the meeting. Your final thoughts should address the following questions. (6 points)
ESE 680 Page 17 of 45 September 2015
1. Did the parents get what they wanted for their child?
2. Was someone at the meeting there to advocate for the student?
3. Was the student invited to the meeting? If not, why not?
4. Who did most of the talking at the meeting, and what was the extent of the
parents/guardians’ participation?
5. Were the decisions made at the meeting for the best interest of the
student?
6. Did everyone seem to agree with the transition services suggested for this
student? How realistic were the transition goals for this student?
7. What did you learn from this experience? How optimistic are you about
this student’s future?

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