![]() It is also important to remember that the education, services, and supports outlined in a child’s IEP do not necessarily cover that child’s entire education. the same (general) curriculum as that for nondisabled peers, with adaptations or modifications made for the student (for example, teaching 3rd grade math but including the use of counting tools and assistive technology for the student) and.an individualized curriculum that is different from that of same-age, nondisabled peers (for example, teaching a blind student to read and write using Braille).Special education for any student can consist of: There may be students whose special education focuses primarily on speech and language development, cognitive development, or needs related to a physical or learning disability. Some students may be working at the pre-kindergarten grade level, others at the first, second, or third grade level. Since each child is unique, it is difficult to give an overall example of special education. This means education that is individually developed to address a specific child’s needs that result from his or her disability. Special education is instruction that is specially designed to meet the unique needs of a child with a disability. When taken off paper and operationalized in school, it becomes the education that a child with a disability receives. In its entirety, this provision is the heart and soul, meat and potatoes, bricks and mortar (choose your analogy!) of the IEP. (iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section… (ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities and (i) To advance appropriately toward attaining the annual goals (4) A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child. This appears at §300.320(a)(4) and stipulates that each child’s IEP must contain: It’s helpful to see IDEA’s full requirement for specifying a child’s special education in his or her IEP. In Spanish | En español – Sobre Cada Componente del IEP That’s three separate, distinct, and critical elements–special education, related services, and supplementary aids and services–and each is worthy of a book on its own. The IEP must also contain a statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child.
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