m2 Act2 Nvpep Webinar On Introduction To The Iep

Module 2 Activity 2: Webinar on Introduction to IEP
Jean Kang
Write a one-page, double-spaced reflection of what you learned from this webinar.

Include the following: What key points did you take away? For those of you who are
familiar with the IEP process, what did you learn that was new or a good reminder?
Which of the handouts did you find most useful and why? How does the webinar
extend or compliment the content in chapter 2? What is the message the facilitator is
sending to parents about the IEP process? Do you have any additional questions or
comments?
As an educator who is learning about special education, I watched the webinar,
Introduction to Individualized Education Program (IEP) Workshop by Nevada PEP
(Youtube.com), a parent advocacy group in Nevada. It is a supplemental material to
Chapter 2 of Inducing Students with Special Needs from Friend and Bursuck (2019),
Special education Procedures and Services. It provides thorough description of IEP in
Nevada, provides a guideline for parents on what they should prepare for and bring to
an IEP meeting, and what they can do to ensure the best result of the IEP for their
children. It acquired many thumb-up’s on YouTube. I learned a few important messages
that are more specific than Chapter 2. The are discussed in the following.
The IEP team members
The webinar clearly indicates that at least 5 members must attend in the IEP
meeting, a parent, a special education teacher, a general education teacher, a Local
Education Authority (LEA) representative and a person who can interpret the evaluation
result. A LEA representative is a person who is qualified to provide or supervise special
education and knows about general curriculum and LEA resources. A person from the
school district is normally taking this role. This member was not mentioned in the
textbook. It may be a requirement specific to Nevada. Also, Nevada has a specific
requirement for the general education teachers who attend the meeting. One of the
general education teachers who teaches the student must be present in the meeting
because he/she is an expert of the student, equipped with the knowledge about the
strengths and weaknesses of the student.
The age for transition services
In IDEA, it requires a transition provision when students turn 16. And in Nevada,
NAC requires students of 14 should have a transition plan. Once a student reaches the
age for the transition plan, the school needs to invite the student to the IEP meeting. I
think this is both good and bad. Early preparation of the teen for transition is excellent
so that they can potentially transition to work or college more smoothly. However, many
children at 14 are still immature and reluctant to attend the meeting for themselves
(wrightslaw.com). There is a lot of discussion about this.
Special Factors
It is noticeable that the webinar has one slide talking about special factors that
need to be considered, including whether student’s behavior impedes the learning of
himself or others, whether the student is LEP, blind or visually impaired, deaf or hard of
hearing, and whether the student needs assistive technology or services. This impacts
the special services needed. The textbook addressed additional requirement on IEP of
which one was highly specialized needs such as behavior, communication, braille, and
assistive technology, as well as the appropriate supports, services and strategies. This
may be the counterpart of the Special Factors of the Nevada IEP. And the content of
Neveda IEP is highly useful in account of the fact that the school I am teaching at now
has a large percentage of students of limited English proficiency (LEP).
The Need of Interpreter
I am a little surprised that the fulfilment of the need of interpretation is on the
parents’ side. The webinar clearly explains that if a language interpreter is needed,
parents can ask school to provide one. And the school may agree to provide one as a
courtesy. However, it is ultimately the parents’ responsibility to have an interpreter if
needed. And the school does not bear the responsibility. In my learning of the course of
Family Engagement, it was always encouraged to provide translation for the second
language speaking families. In contrast, it is not required in IEP setting. I think it makes
sense considering that it has legal responsibility in translation.
Behavior Intervention Plan
Our textbook indicates that one section in IEP is Behavior Intervention Plan. Any
students with significant behavior problems need to have a Behavior Intervention Plan. I
searched in the template of Nevada IEP form, but did not find a counterpart. Since this
section is required, I think the justification could be that the Nevada IEP incorporated
this into the sections of Special Factors, Special Services and Present Level of
Performance. Special Factors asks if the students behavior impedes his and others’
learning. This is an indication of behavior problems.
Messages to Parents
The webinar sends powerful messages to parents. It provides the entire book of
Including Students with Special Needs of Friend and Bursuck (3rd ed.). Parents can use
it as a reference. In addition, it emphasizes what research parents can do before the

meeting, what parents should prepare and bring to the meeting, as well as how to
ensure it is a complete and a good quality of IEP.
The Handouts
I like the handout, the state-wide uniformly required IEP form. Though every
district may have different layout of the form, it provides a template for learners who are
new to IEP. The form consists of 9 pages. The Nevada PEP highlighted all the
important section with a balloon of comments provided. It was greatly helpful in
understanding the form, for both parents and educators.
References
Friend, M. & Bursuck, W. D. (2019) Including Students with Special Needs: A Practical
Guide for Classroom Teachers (8th Ed.). New York, NY: Pearson
IEP and Transition Planning: Frequently Asked Questions. Retrieved on July 10, 2020
from https://www.wrightslaw.com/info/trans.faqs.htm
Introduction to IEP Workshop. Retrieved on July 10, 2020 from
https://www.youtube.com/watch?v=gD32llBsU_Q

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Module 2 Activity 2: Webinar on Introduction to IEP

Write a one-page, double-spaced reflection of what you learned from this webinar.

As an educator who is learning about special education, I watched the webinar,

Introduction to Individualized Education Program (IEP) Workshop by Nevada PEP

(Youtube.com), a parent advocacy group in Nevada. It is a supplemental material to

Special education Procedures and Services. It provides thorough description of IEP in

children. It acquired many thumb-up’s on YouTube. I learned a few important messages

The IEP team members

meeting, a parent, a special education teacher, a general education teacher, a Local

result. A LEA representative is a person who is qualified to provide or supervise special

textbook. It may be a requirement specific to Nevada. Also, Nevada has a specific

strengths and weaknesses of the student.

The age for transition services

(wrightslaw.com). There is a lot of discussion about this.

need to be considered, including whether student’s behavior impedes the learning of

has a large percentage of students of limited English proficiency (LEP).

The Need of Interpreter

I am a little surprised that the fulfilment of the need of interpretation is on the

courtesy. However, it is ultimately the parents’ responsibility to have an interpreter if

sense considering that it has legal responsibility in translation.

Behavior Intervention Plan

learning. This is an indication of behavior problems.

it as a reference. In addition, it emphasizes what research parents can do before the

ensure it is a complete and a good quality of IEP.

important section with a balloon of comments provided. It was greatly helpful in

understanding the form, for both parents and educators.

Introduction to IEP Workshop. Retrieved on July 10, 2020 from

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