How Do I Provide Support to My Students with

Disabilities in the Classroom?

Individualized Education Program (IEP):
An Individualized Education Program seeks to provide specialized educational assistance for
children of needs. These children can have a speech or language impairment, a specific learning
disability, or an intellectual disability that do not allow them to perform their educational duties to
their full extent. This program seeks to help students with disabilities remain up to date with the
general aid students with the necessary implications needed to ensure they are learning the
material being taught. It aims to keep students in classrooms and not separate them from their
peers because of their disability

How has this policy impacted schools:

History & Background:
An IEP originates from the Public Law 94-142; The
Education for All Handicapped Children Act. Passed in
1975, this act implements regulations that intend to
guide states to better assist students with disabilities
in public education. This guidance includes financial
assistance to support the additional aid schools will
need to provide more services to students with
disabilities. Today, this law has turned into the
Individuals with Disabilities Education Act, IDEA (PL
108-446). This is the main law that provides support
to special education students. Without the
implications of the Public Law 94-142 public
education would not have been changed to make way
for students with disabilities.
Promote equity, access, and justice:
Because the IEP works to include students with the
general population, this will allow students of need to feel
they are being included and thought of in their classroom
as a general education student and not one that needs
extra assistance. By exposing special needs students to
general aid students in the classroom they will begin to
form bonds that do not paint that one is better than the
other. The students will learn that through their physical,
mental, or social deficiencies they are still in school to
learn and can help each other equally.
This policy has allowed schools to become more equipped and
prepared to handle and provide help for students with
disabilities so that they can achieve the same success as
students in the general aid population. Not only does this
policy aid students of need but it is also a learning and growth
process for educators and staff.
Social Justice:
How does/can this policy promote equity,
access, and justice in schools?
There are three components that make up the IEP Plan:
performance, goals, and services. Assessing the functional
performance of the student academic achievement by using
teaching observations, state and district standardized tests,
and special education evaluations It is essential to assess
the student’s initial performance to provide a more accurate
placement for their needs. Next, the IEP includes
measurable goals. Providing specific and variable goals for
the student and openly communicating these goals to the
student and the teacher will allow the student to feel they
are being well cared for by the school. Lastly, an IEP will
include the necessary modification and accommodations the
student will need to further their success in their plan and
in school. With these components, they all work together to
ensure that the student remains in the general education
classroom with their peers and is successful in the general
education curriculum.
Reverse racism, discrimination, and Educational Agencies:
marginalization:
IEP Team:
A disability does not affect more race than another,
it is equally shown in all races and showing this in A child’s special education program kicks off with an IEP meeting.
classrooms can change the students view on
The groups that are directly involved with this policy includes the
racism.
entire IEP team. The IEP team includes the student, the students
parent(s), or legal guardian(s), a special education teacher, at
least one general-education teacher, a representative of the
school or of the school district who is knowledge about available
school resources, and a school psychologist who can interpret the
instructional implications of the results of the students
evaluation. In summary, the student, guardians and the
professionals at school who are a part of the evaluation process
will be at the meeting.
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“localeducational
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Local Stakeholders: the
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the team. The The
IEP team. LEALEA
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representative for ensuring
is responsible for
that the District
ensuring is complying
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District is complying requirements of
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The individuals who influence IEPs, as
the IDEA. And that
requirements of thestudents
IDEA. Andarethat
receiving Freeare
students andreceiving
Appropriate
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stakeholders, are general-education Public Education (FAPE)
and Appropriate Public Education (FAPE)
teachers, educational evaluators,
resource room teachers, and special The students’ legal guardian(s) take an active role in all IEP
education teachers. These individuals meetings. They are there to gather information and to support
help create successful IEPs for their child. In addition, the student’s legal guardian(s) and
students. In addition, they provide educators role is to collaborate in making a successful education
education, support, and resources. plan.

School District:

Who should parents contact to further The school district is responsible for making sure IEP is being
followed and services are being given as planned.
their advocacy efforts?
A school psychologist plays the role of interpreting the results of
A special education advocate can help
the students evaluation.
parents write appropriate IEP goals and
accommodations. In addition, special
education advocates can accompany
parents to meetings and help with the
process

It is so important that educators must

understand the role of parent’s advocacy.
Parents have such a big role in their
children’s education. If teachers and staff
can help parents to see their own
importance, that will go a long way.
Parents need to recognize that their input
is valued.