What Are the Basic Elements of an Individualized Education Program (IEP) for These Children?
IEPs for exceptional bilingual students should include the following elements: • The child’s current educational status, including all service programs the child is receiving. • Goals, including adaptation to acculturation and growth in both the first and second language. The goals must be realistic in regard to the time necessary; years could be involved. • The sequence of short-term instructional objectives leading up to each goal. • A list of instructional and service requirements including a balance between the first and second language, as well as delineation of who will assist with acculturation needs. • An indication of how much and what aspects of the program will be in the mainstream. • The program’s duration. • IEP’s Realistic criteria and a schedule for evaluation of the IEP’s effectiveness. • A statement of the role of the parents. • Specification of changes to be made in the physical, social, and instructional realms, including the first and second languages and cross-cult
Related Questions
- Must the adaptations designated in a students individualized education program (IEP) match exactly the adaptations listed in the CAPA Examiners Manual?
- If a student has a Section 504 plan but not an individualized education program (IEP), is the student eligible to take the CMA?
- What Are the Basic Elements of an Individualized Education Program (IEP) for These Children?
