Individualized Education Program (IEP)

An IEP is a legal document developed for every child in a public school in the U.S AND
with special needs and reviewed and revised accordingly. It shows a child’s ability levels,
functional performance, and academic achievement. The statement also shows how the child’s
form of disability affects his or her participation in curriculum activities (Center for Parent
Information & Resources, 2017). Further, the statant describes a child’s progress and how it will
be evaluated. For example, a child with autism and a child with a learning disability such as
dyslexia cannot be assessed the same way. A child with dyslexia, for example, will encounter
difficulty reading some words and decoding. A teacher is guided on how to deal with this
learning disability. Also, their forms of disability affect academic performance and involvement
in different ways. Thus, an IEP gives directions on how such specialties are to be dealt with in a
learning environment. During my co-teaching, I will refer to an IEP when interacting with
different children. This will enable me to understand and deal with each child uniquely. The IEP
impacts me positively in the sense that I understand my students better, and this makes me an
effective educator. It enlightens me further and makes it easier to interact with all learners, even
as I strive to create an inclusive learning environment.
Supplementary Aids and Services
This refers to aids and services that are in regular education classrooms, in non-academic
settings, and in education settings. They are stationed in these places to ensure learners with
disabilities receive instruction in ordinary classrooms together with nondisabled children to an
appropriate extent (Center for Parent Information & Resources, 2017). Thus, supplementary aids

and services make it possible to create inclusive classrooms where children can learn together.
For instance, there may be preferential seating spaces for children with disabilities. Also, the
seating arrangement may be altered to accommodate children using wheelchairs to have easy
access to the sitting area. During my co-practice, I will use supplementary aids and services to
accommodate all learners. This may be as simple as providing assistance to learners by ensuring
that the space is uncluttered. Also, I will provide time through periodical breaks for learners to
move around and relax. Supplementary aids and services impact my career as a teacher because
they make it easy to meet the learning needs of learners in a diverse classroom.
Specially designed instruction
This refers to instruction, content, and methodology that is specially adapted and suitable to
the unique needs of the eligible child. The instruction is designed in a way that addresses the
unique needs that a child has as a result of the disability (Center for Parent Information &
Resources, 2017). It ensures that a child has access to the curriculum. For example, teaching in
sign language ensures that a deaf child receives instruction that meets their unique needs. A
visually impaired child, whose sight is affected but not totally blind will benefit from seating
strategically in the classroom to have a clear view of any materials projected on the board. Also,
using a large font and preparing handouts for such a child ensures that they have access to the
content. When co-teaching with Mr. Franklin, I will ensure that I use specially designed
instruction and tailor my instruction delivery to meet the diverse needs of the learners that I will
encounter. As a teacher, specially designed instruction helps me know how to customize content
and instruction depending on the needs of my learners.
Travel training

It means delivering content and providing instruction appropriately depending on a
child’s cognitive disabilities (Center for Parent Information & Resources, 2017). It is aimed at
enabling a child to become aware of their environment. For example, when dealing with a
visually impaired student, I will train them on how to use a long cane, electronic travel aids, and
how to operate low-vision devices. Also, I will orient them to the classroom environment or any
new environment. Some of the things they will learn to do by themselves are how to cross streets
safely, use public transport, and travel using remaining vision, hearing senses, or any other sense.
Travel training aims at adapting a child to their environment. As a teacher, I will work closely
with orientation and mobility specialists to help my students, depending on their travel needs.
Transition Services
These refer to a set of activities that are well-coordinated depending on a child’s
individual needs (Center for Parent Information & Resources, 2017). It considers the specific
interests, preferences, and strengths of the child. Further, transition services are designed through
a process that is result-oriented. For example, depending on a child’s functional and academic
achievements, he or she may be facilitated to transit from school activities to taking vocational
education. A child who may be good at hands-on activities may be facilitated to take a course
that aligns with their abilities and interests. When working with Mr. Franklin, transition services
will help facilitate the learner’s progress. Some might proceed to postsecondary education, others
vocational education, or even continue with education and take part in community activities. The
services will come in handy in helping the learners move on and progress accordingly based on
abilities. In my career, transition services will help ensure that all students are guided into
different paths, depending on their results and progress.

References

Center for Parent Information & Resources. (2017, October 8). Key terms to know in special
education (Links to an external site.). Retrieved May 5, 2020, from
https://www.parentcenterhub.org/keyterms-specialed