Iep present Study guides, Class notes & Summaries

Read the case study below to inform the assignment. Case Study: Stephanie Grade: 5th Age: 10 Stephanie is a fifth grade student who is intellectually disabled and also has a severe language disorder. She is 10-years-old and spends a great portion of her day in self-contained settings. She receives speech therapy from a speech pathologist for a minimum of 30 minutes, four days a week. The rest of the time her language needs are supported by the special education teacher. She does atte...

IEP PLAAFP.docx IEP- Present Levels of Academic Achievement and Functional Performance (PLLAAFP) College of Education, Grand Canyon University ECS-220: Legal Aspects of Special Education with an Emphasis in Early Childhood IEP- Present Levels of Academic Achievement and Functional Performance (PLAAFP) Alicia 3rd grade Age 8 Teacher- Ms. Kauffmann Outline Description of Academic Performance and Achievement This section shows the strengths and achievements of the child. ï‚·Alicia...

Assessment Week ELM-500 Benchmark €“ Summative Course Assessment GCU: ELM-500 Week Five Assessment The classroom environment and the children that comprise the class can present the teacher with a multitude of differing needs. No two people are the same and the same goes with how people learn. The monotony of a simple lecture with power point where the instructor drawls on and on is not going to be the ideal learning style for many individuals, especially those in a fifth-grade class...

SPD 531 PLAAFP L PLAAFP and IEP: Laney Grand Canyon University: GCU SPD 531 The Present Levels of Academic Achievement and Functional Performance Statement (PLAAFP) is the foundation of the IEP for students. The PLAAFP includes the students academic and personal strengths and weaknesses, evaluation and assessment results, family background information, and any other relevant information pertaining to the student. The following information is as PLAAFP draft for 2nd grade student, Laney. ...

In order to have more meaningful perspectives and insights pertaining to Jake that can drive the IEP decision, as well as abiding by special education law, Jake’s parents and other educational professionals must be involved in the decision process. By law, there are several required stakeholders who must be present for IEP meetings and consequent placement decisions. The required stakeholders are, “parents [of the child who will be/is receiving special education services]...a regular ed...