Individualized Education Program Analysis

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According to Salvia, J., Ysseldyke J. E., & Witmier, S., (2017), individuated educational program, least restrictive environment, protection in evaluation procedures, and due process are all key legal components under IDEA that must be considered when assessments of students with disabilities are being carried out. An individualized Education Program (IEP) is a legal document that describes the services that are to be provided to students with disabilities who qualify for special education services. Those detailed services are based upon the findings of the child’s assessment results. A multidisciplinary team performs a comprehensive assessment of the child through various tests, interviews, and observations, and the information collected from …show more content…
Special classes, separate schools, or removal from the general education class should only happen when a child’s learning or attention issues such as his or her “disability” under IDEA is so severe that supplementary aids and services can’t provide him or her with an appropriate education as stated by Salvia et al., (2017). Salvia et al. (2017) went on to explain that during assessments, it is vitally important that educators must look at ways to incorporate the child in learning with his or her non-disabled peers as much as …show more content…
In addition, testing or evaluations selected and administered to children with disabilities must be racially and culturally nondiscriminatory according to Salvia et al (2017). To the highest extent that is feasible, students must be assessed in their native language or primary mode of communication. When a test is given to disabled students, it must be validated for the specific purpose for which it is being used, and it must be administered by trained personnel in conformance with the instructions provided by the test producer. Test elements must include those designed to provide information about specific educational needs, and not just general intelligence quotients. Evaluations should be made by a multidisciplinary team that includes at least one teacher or other specialist with knowledge in the area of the child’s suspected disability. Children should be assessed in all areas related to a specific disability, including where appropriate health, vision, hearing, social emotional status, general intelligence, academic performance, communicative skills, and motor skills. Overall, a fair and comprehensive assessment should be made on each child that strikes a balance so that so decisions about the child are based on more than their performance on a single test or evaluation and is fair and equitable given
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