Can administer read the reading content area to students w/IEP w/o it being written on their IEP?
341805
IEP = Individual Education Plan?  Are you asking if someone can read something that isn't written?  \n\nIs this in reference to some standardized testing?  A lot of that depends on where you live and what rules apply in your state.
410088
There is no universal site like this, since grades are confidential between the teacher and the student (and the registrar, in practicality).  However, your individual school may have a resource like that - check your school's website.
1176509
An IEP is an "Individual Education Plan" written for a student by a teaching team--who is on this team varies greatly by school or district.  An IEP should specifically spell out a students needs and goals.  Your parents should have seen it.  Depending on your age and ability you should be able to see it too.
982880
Ask your teaching assistant about that
1012347
I assume that you are in the U.K. (in the US, the process is termed as "writing an Individualized Education Program").\n\nHere are some sites that may help you:\n\nhttp://www.scope.org.uk/cgi-bin/eatsoup.cgi?id=997870806p195o40z185b130\n\nhttp://www.adders.org/info17.htm\n\nhttp://news.bbc.co.uk/1/hi/education/4071122.stm\n\nhttp://www.sense.org.uk/professionals/education/special_ed.htm\n\nhttp://www.paains.org.uk/education/statements.htm\n\nHope this helps!
832099
Im not sure where you live, but  in North Carolina, USA, in conjunction with "no child left behind", children with special needs, such as a medically diagnosed ADHD, qualify for an Individualized Education Program.   IEP children are not necessarily taken out of the classroom, but the parent, principal, and teacher all get together and make a written statement of goals and how to achieve them with your child.  in the iep, the parent must also help the child in the afterschool hours to learn.   ADHD isn't an excuse for doing poorly.  You might also try an afterschool tutoring program like Sylvan leaning centers.
134626
netboy12121, very well put from the students perspective. Very seldom do we see this.  I do work with special needs and individuals with disabilities, and we do try to impliment a normal or close to normal class room atmospher. Educators from k-12 up into the college levels are basically lazy when they have to work with people with special needs.  But guess what? its the law, they must accomidate all students.\n  Check wth your local scholl system and find out who is incharge of their special needs program.  Tell them you want an IEP (individual education program) for your child. By law they must provide this service for you.  If you are unable to find a school or services the meet your needs, contact your local Health and Human Social Service Department. They'll give you all types of information and contacts.  You may also check into your states local DVR (Department of vocational Rehabilitaion) service. Unfortunately there is usally a waiting list for their services, but get on it.  Hope I was able to help.
1016403
Yes, your child can receive an "F" with an IEP. However, that "F" must be a failure of the child to achieve within the IEP goals, NOT grade-level work failure. Also, it shouldn't continue across more than one grading period... if that is happening then her IEP is no longer effective, and a new one should be written.\n\nUsually, a special education student only receives an "F" for serious lack of effort.\n\nAlso, the teacher MUST communicate with you as soon as your child starts to show difficulties.  If the failure is related to medical issues (such as medication side effects), then the IEP is no longer meeting her needs, and a new meeting should have been called. In the new meeting, additional modifications and programming design should have been brought in to help cope with her grogginess (e.g. allow naps, shorten assignments, extend deadlines, etc.).\n\nMy concern is that the teacher didn't contact you as soon as there were issues that could lead to an "F." Most schools are required to provide mid-term progress reports for students who are failing. Is this a special ed teacher you are dealing with, or is your daughter in full inclusion? Where is her special ed case manager, and is this person fully trained in special ed, or a regular ed person on a waiver?\n\nI would suggest getting a parent advocate. Here's the parent advocacy group for Nebraska:\n\nhttp://www.pti-nebraska.org/index.asp?intPageId=46\n\nHere are sites for you to start self-educating. Unfortunately, parents who want decent programming for their child usually have to be lay lawyers in special ed laws.\n\nhttp://www.wrightslaw.com/\n\nhttp://www.answers4families.org/sc/education/ed.html\n\nhttp://www.slc.sevier.org/info.htm#law
1043646
Since your child already qualifies for special education (since he has an IEP), you have a serious fighting chance to get him into therapies if he needs them.\n\nOn what grounds did the school refuse ST and OT? Was formal diagnostic testing done? If you disagree with the formal diagnostic testing done by the school, you can demand an independent diagnostic evaluation using a private diagnostician of your choice, at the school's expense.\n\nIf no formal diagnostic testing for therapies was done, you are well within your rights to demand that they go forward with such testing, even if the other members of the IEP committee disagree.\n\nIf you can answer YES to even ONE of these questions, then your son probably does qualify for that therapy in the schools:\n\nSpeech-language:\nDoes his speech interfere with his ability to communicate with teachers and/or peers? \nDoes it interfere with his spelling or his ability to read?\nDoes he struggle to find the word he wants to say (or write), or does he use pointing and general words a lot ("the thing that did the stuff..." etc.)?\nDoes he not always understand what is said to him, when he is seriously trying to listen and understand?\n\nOccupational:\nIs his handwriting difficult or impossible to read?\nIs his handwriting very slow?\nIs he a sloppy eater (e.g. in the lunchroom)?\nDoes he have difficulty with loud noises, rough fabrics, picky eater, etc. (Sensory Integration issues) that make him distractible in the classroom?\n\nYou need to get an advocate from your own state that knows how your state's interpretation of IDEA will affect your son's rights.\n\nhttp://www.wrightslaw.com/info/advo.referrals.htm
288044
...either by hand or on a computer.  You could write it by dictating the content to another person using either of the two tools listed above.
908227
Try the International Reading Association (IRA)\n\nThe National Council of Teachers of English (NCTE)\n\nJournal of Adolescent and Adult Literacy
256301
Modeling the reading and writing process can be whole group.  Otherwise work in smaller groups with center activities available.  Whatever grade we teach there are students of varying abilities so you just meet them where they are at.
508711
you write to education monitor. for details contact, " www.brainobrain.com.
761074
I'm not sure where you are, but if you are in the US, this applies to you! :o) I am writing some fairly lengthy stuff here, so you may want to save/print this stuff and refer back, don't let it overwhelm you! If I am bringing up things you already know -- I apologize, but perhap it will be of help to another parent out there. And if you want to talk -- email me! I am an ASL Interpreter with Deaf friends.\n\nFirst, your child would qualify for special education classes. As part of that he has the right to an IEP (Idividualized Education Plan). The IEP is a legal document that is developed by a "team" -- his parents, teachers, adminstrators and any advocates. It is your right as a parent to contribute and participate in the meetings and design of the IEP. The IEP will determine what services he recieves, how often, etc. If you want him to learn sign (which I think it wonderful by the way!!), you can request that he be in classes that use sign -- that may be part of the time or the full school day. Many school systems have classes for deaf and hard of hearing children. Some will promote an oral approach, some will promote sign, some will promote cued speech, some will say total communication (which USED to mean whatever works, but has come to mean sign and speak at the same time - which does not work!!!! There is research on that.) Since he has already developed spoken language, keeping what he has will probably be a focus in his education through speech training and/or auditory training. \n\nThe IEP also has to consider the Least Restrictive Environment (LRE) for your child. Most hearing persons, school adminstrations and government folk assume that means placement with hearing peers and not segreated (their word, not mine!) with only deaf or hard of hearing peers. I see it another way -- if a child that communicates differently because he can't hear his peers -- then he is in the MOST restrictive environment due to his in ability to freely access communication and keeping him from developing language. I firmly believe in a child's right to access language and communication first hand. That means being in a class with other deaf/hard of hearing peers that use the same communication methods/language he does. That usually means a class in the school district, but many not be the local school their sibilng will go to (due to the low incidence in deafness), or it could mean going to a school for the deaf. Almost every state has one and some states have more than one. If you do not live near one, then he could go to stay at the school and come home on weekends and holidays. If this is an option you choose. You are the parent! You get to choose! Never let the school system try to bully you into a decision that is convenient for them if it is not in the best interests of your child. \n\nSome schools will recommend placing him in a mainstream setting with an interpreter. This is not effective, as he will need to develop sign language (receptively and expressively) *before* he can understand an interpreter. To learn it he needs immersion first. \n\nAs far as advocating and learning about options, I suggest that you contact your state's deaf school, the Council on Education of the Deaf, the American Society for Deaf Children (First year's membership is free for newly identified children!!), and your area's parent resource center. (I am including some contact information below.) Your locality or state may even have classes for parents in signing! You will have to work hard to keep up with him as his sign grows. :o) If there are no specific classes especially for parents, I would suggest classes at a local community college (or college or university). Many of them have some top notch teachers. If you become involved in the Deaf community, you may want to ask around to find who the good teachers are. \n\nIf you can get him in a pre-school class for signing deaf/hard of hearing kids, he will begin picking
1137849
First, the teaching assistant should be familiar with the IEP so that they can carry out the acommodations in the classroom.  A teaching assistant who works with a child can be one of the most crucial members of the team. Some of them know the child much better than the teachers or the care coordinator. \n\nThey should be invited to the IEP meetings because they have valuable input about the needs of the child and should be consulted when adjustments are made to the IEP. They probably know if the student has met the goals and objectives in last year's IEP, for instance. My experience is, however, that they are often not included or consulted.
574684
In what context?\n\nIf you are asking about skill transfer and generalization for special needs students, specifically in the area of language, then what aspect are you asking about?\n\nSpoken and auditory receptiveness would best be answered by a speech-language pathologist.\n\nFor reading and writing, student motivation to learn and interest in the skills being taught greatly increases the rate of transfer to other subjects and environments.
662804
Your administration should provide you with standards, I would think?  Or ask another teacher for examples?