The Law and the IEP: Establishing and Maintaining High Expectations for Deaf Students with Disabilities

Autor/inn/en	Fitzpatrick, Michael; Theoharis, Raschelle
Titel	The Law and the IEP: Establishing and Maintaining High Expectations for Deaf Students with Disabilities
Quelle	In: Odyssey: New Directions in Deaf Education, 15 (2014), S.80-84 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1544-6751
Schlagwörter	Expectation; Federal Legislation; Deafness; Partial Hearing; Curriculum Development; National Standards; Teacher Expectations of Students; Parent Aspiration; Individualized Education Programs; Parent Teacher Cooperation; Parent School Relationship; Sustainability; Educational Practices; Educational Strategies; Accessibility (for Disabled) + Suchen Sie Ihr Suchwort? Expectancy; Erwartung; Bundesrecht; Gehörlosigkeit; Taubstummheit; Hörbehinderung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elternwille; Individualized education program; Individualisierendes Lernen; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Nachhaltigkeit; Bildungspraxis; Lehrstrategie; Accessibility; Zugänglichkeit
Abstract	The No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Improvement Act (IDEIA) have significant implications for students with and without disabilities. Despite extensive research, journal articles, editorials, media coverage, and litigation, deaf and hard of hearing students with additional disabilities continue to be a population that is largely unaddressed by federal legislation. Therefore it is vital for families, teachers, related service providers, and administrators to have a foundational understanding of these two overarching laws in relation to setting high and reasonably attainable expectations for their children who are deaf or hard of hearing and, perhaps especially, for children who are deaf and hard of hearing with disabilities. These two pieces of legislation provide a framework in which those involved with deaf education can set and maintain reasonable and attainable expectations for deaf and hard of hearing students with disabilities. When writing the Individualized Education Program (IEP), the team needs to use data gathered from curriculum-based assessments, direct observations, academic achievement and intelligence tests, and other evaluations to develop what is called the student's "present level of performance." The present level of performance is a snapshot of how the student is functioning across several domains at a given moment in time. It may include, but is not limited to, a look at the student's experience in a variety of aspects of his or her life, including: academic, social, emotional, behavioral, functional, and mobility. The present level of performance serves as a marker for completing the remaining sections of the IEP, such as goals and objectives, accommodations and modifications, related services, transition planning, and percentage of time accessing the general education classroom. The annual IEP meetings provide an opportunity to engage in collaborative decision making, and it is through this process that reasonably attainable expectations can be established for each student. Additionally, teachers, related service providers, and administrators should view these meetings as a chance to discuss the expectations families have set for their children. (ERIC).
Anmerkungen	Laurent Clerc National Deaf Education Center. Gallaudet University, 800 Florida Avenue NE, KS 3600, Washington, DC 20002. Tel: 800-526-9105; Tel: 202-651-5340; Fax: 202-651-5708; e-mail: odyssey@gallaudet.edu; Web site: http://clerccenter.gallaudet.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10