Individualized Education Programs (lEPs)

Individualized Education Programs (lEPs)

Future Reflections Winter/Spring 1990, Vol. 9 No. 1
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INDIVIDUALIZED EDUCATION PROGRAMS (IEPS):

Report and a Sample IEP from the July 6,1989, IEP Workshop
by Barbara Cheadle and Doris Willoughby
The first IEP Workshop held at a National Convention
of the National Federation of the Blind
was in Arizona in 1987. It was an instant hit. Now,
in just three short years, the IEP Workshop it is
on the way to becoming a tradition at National
Conventions.
Although the 1989 workshop had much competition--the
Music Division Talent Contest, the
NFB reception and dance, and several other
committee meetings were all held the same evening--we
managed to fill the meeting room with
parents, teachers, and Federation advocates.
Doris Willoughby of Iowa set up the workshop
agenda and was the primary workshop leader.
Mrs. Willoughby is a teacher of blind children
and an author of several books and publications
regarding the education of blind children. Other
workshop leaders were: Barbara Cheadle, president
of the Parents of Blind Children Division of
the National Federation of the Blind; Denise
Mackenstadt, member of the Northwest Chapter
of the Parents Division and volunteer advocate
for parents; and Mary Sonksen, Iowa teacher of
blind children. (Shortly after the convention Mrs.
Sonksen accepted the position of principal of the
Minnesota Academy for the Blind.)
Mrs. Willoughby began the workshop with an
overview of the IEP process. Every year we have
a mixture of new and experienced parents, so we
always have a review for parents who are just
learning what the IEP is all about.
Following the review, Denise Mackenstadt and
Doris Willoughby discussed the new law affecting
preschool handicapped children (P.L. 99457).
Essentially, this law provides for federal
financial assistance to states which establish a
statewide program to provide services to handicapped
infants and toddlers and their families.
Since this law was only enacted in 1986, most
states are still in the beginning stages of putting
together their program.
Then came a discussion, led by Denise Mackenstadt,
of the evaluation process --what it
should contain and how to get an independent
evaluation if it is needed. Following this discussion
Doris Willoughby outlined how an evaluation
should be used to build the IEP. Finally,
Mary Sonksen gave a presentation about parents'
rights and the due process procedures.
Each of the speakers distributed a variety of very
useful and informative handouts. One of those
handouts was a sample IEP provided by Doris
Willoughby. Everyone in the workshop agreed
that it was an excellent example of how IEP goals
and objectives should be written. It also
demonstrated how a partially-sighted, blind child
would go about learning to effectively use a
variety of reading modes, including Braille.
There are several cautions that do need to be
placed on using this sample IEP, however. First
of all, no two blind children are exactly alike in
physical characteristics, abilities, or needs. That's
why the education program is called "individualized."
No one should take one child's IEP and
attempt to use it, without modifications, for
another child.
Second, and this ties in with the first caution,
NONE of the objectives in this sample IEP are
to be construed as the ultimate in what a fifth
grade blind child can achieve. For example, the
average blind child who has used Braille exclusively
since kindergarten or first grade would
be reading at grade-level or above and
demonstrate considerably greater reading speed
than those established in this sample IEP. The
same is true for the cane-travel objectives. Many
fifth-graders, providing they had early training
and many experiences in getting about independently,
would be far more independent than
the objectives in this sample IEP indicate.
And finally, this sample does NOT include everything
that your IEP includes. Nor does it necessarily
use the same terminology. There is no
standard IEP form. Even school districts within
the same state can -- and do -- have different IEP
forms, each with their own distinctive jargon.
This often leads to confusion regarding what is
required by federal law, what is required by the
state, and what is only local policy. But that is the
way that it is. Parents who know this, and who
take the time to learn the federal and state IEP
requirements, will do a much better job of advocating
for their child.
In any event, for this reason, this sample IEP only
includes the information necessary for understanding
the meat of the IEP -- that is, the goals
and objectives.
SAMPLE INDIVIDUALIZED EDUCATION
PROGRAM
Student: Lincoln, David J. Birthdate: 2-11-78
Sex: M Grade Level: 5

Primary Disability: Vision
Program Recommendations: All regular classes.
Will see itinerant teacher of the blind/visually
impaired three hours per week. Regular physical
education with adaptations as necessary (the
itinerant teacher will provide adaptive P.E. consultation).
Teacher's aide, one hour per day (the
aide will provide reader services to student;
prepare large print, recorded, and Braille
materials as needed; and provide other assistance
as assigned by the teacher of the
blind/visually impaired).
Expected Duration of Program: 3 years.
Current Level of Functioning: Motor ability is
generally average; does have some difficulty with
ball games. Social behavior is age-appropriate.
Speech and hearing, normal. No health problems
other than visual impairment. Intellectual
functioning is above average; academic achievement
is high -- he qualifies for the gifted/talented
program.
Medical: No usable vision in left eye; right eye is
20/100. Diagnosis is: central cataract, congenital
glaucoma, microphthalmus, and nystagmus. Because of monocular vision, David has no depth
perception.
Teacher and parents report that David experiences
extreme visual fatigue after reading for twenty
minutes. They also report that he has difficulty
with faint print and cursive writing of any kind.
David now uses regular print and large print. He
knows most Grade II Braille symbols, but reads
Braille very slowly. He has some familiarity with
typing keyboard. His cursive handwriting has
poor legibility. David also has difficulty crossing
streets and detecting steps.
ANNUAL GOALS
1. David will use Grade II Braille as one
reading medium.
2. David will use the Braille slate and stylus
effectively.
3. David will utilize materials read orally.
4. David will develop ability to select appropriate
reading media and arrangements.
5. David
will typewrite fifth/sixth grade level
material on regular typewriter.
6. David will develop practical and readable
handwriting.
7. David will develop cane-travel skills.
GOALS/OBJECTIVES
Goal 1: Use Grade II Braille as one reading
medium.

Objectives:
1. Read all 190 signs of Grade II Braille with 80% accuracy.
(Materials: selections from Modern Methods of Teaching Braille, Beginning
Braille for A dults.)
2. Read short sentences using standard Grade II Braille.
3. When reading several lines of Braille, use left hand to locate and begin new line.
4. Read easy material (third-grade level or
below) at 50 words per minute with 80% accuracy.
(Materials: recreational reading books
and Braille instruction books--see above.)
5. Read easy material at 100 words per minute with 80% accuracy.6. Read easy material at 200 words per minute with 80% accuracy.
7. Read 5th/6th grade material at 30 words per minute with 80% accuracy. (Materials: regular
class materials, Brailled.)
8. Read 5th/6th grade material at 70 words per minute with 80% accuracy.
9. Use Braille daily for at least one assignment in the regular class (or part of a long assignment,
if at least 30 words are read in Braille).
10. Use Braille daily for at least one assignment
in the regular class, each assignment being
at least one Braille page in length.
Goal 2: Use Braille slate and stylus effectively. Objectives:
1. Write Braille alphabet with 100% accuracy. (Methods/material: slate and stylus; oral dictation.)2. Write 100 Braille signs with 80% accuracy.
3. Write short sentences with 80% accuracy.
4. Take short class notes in at least one subject,
daily, to satisfaction of teacher.
5. Write spelling words at least twice weekly, in both Grade I and Grade II Braille, with 90%
accuracy.
Goal 3: Utilize materials read orally.

Objectives:
1. Complete at least three assignments per
week by means of a "live" reader other than family
member. (Methods/materials: regular class assignments;
adult reader provided by school as
aide.)
2. Direct a "live" reader in regard to speed, repetition, skipping around, etc., to satisfaction
of observing teacher.
3. Utilize at least one textbook in recorded form. (Materials: taped textbooks.)
4. Take notes from recorded book to satisfaction
of teacher.
Goal 4: Develop ability to select appropriate
reading media and arrangements.
Objectives:
1. For each of the following media David will
state two advantages and two disadvantages and
give an example of when he might use the particular
media: regular inkprint, large print,
Braille, recordings, live reader.
2. When reading print David will select regular print or large print according to which is
likely to be more effective under given circumstances.
(Methods/ Materials: regular classroom
assignments; teacher guidance.)
3. For four or more magnification devices David will state two advantages and two disadvantages
and also give an example of when he
might use it, or state why he would never use it.
(Materials: regular class materials, various magnification
devices.)
4. When reading print David will use magnification
devices when appropriate to satisfaction
of teacher.
Goal 5: Typewrite fifth/sixth-grade level material
on regular keyboard (typewriter and computer
keyboard).
Objectives:
Methods/materials for all objectives: regular
typewriter; computer keyboard with speech access;
MECC instruction materials; oral dictation.
1. Type 15 letters of the alphabet.
2. Type all letters of the alphabet.
3. Type all numerals.4. Use shift key and shift lock.
5. Type common marks of punctuation.
6. Type short sentences with 80% accuracy.
7. Type one short assignment (or part of an assignment) for regular class daily, with 80% accuracy.8. Make corrections without use of vision.
9. Type all regular language assignments with 80% accuracy.10. Type a report at least one page in length.
11. Center headings.
12. Type an outline having at least three ranks of headings.
13. Type a short original composition.
Goal 6: Develop practical and readable handwriting. Objectives:
1. Select practical pencils/pens for handwriting,
with emphasis on David's reading his own
handwriting easily and accurately.
2. Develop and use a size and style of handwriting
(not necessarily cursive writing) which is
effectively read by David himself, and which is
also readable by others.
Goal 7: David will develop cane travel skills.
Objectives:
Methods/Materials for all objectives: David will
use a long white cane and wear sleepshades.
1. Hold cane correctly and arc in step on level terrain.
2. Walk up and down steps with proper cane technique.
3. Cross street without stoplight, very little traffic present.
4. Cross uncomplicated intersection with
stoplight.
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