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Process of Assessment, Eligibility Determination, Placement, and IEP Development Process

Student’s Name
Professor’s Name
Institution Affiliation
Assignment Due Date
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Process of Assessment, Eligibility Determination, Placement, and IEP Development Process

Flowchart of IEP development Process

Pre- referral

Referral

Identification

Eligibility

Development of the IEP

Implementation of the IEP

Evaluation of the IEP

Introduction
An Individualized Education Program (IEP) is a plan established to enable children with
disabilities to acquire special education. Moreover, various stakeholders from different
disciplines in education, various advocates, and family members develop the IEP. The IEP helps
children with disabilities to accommodate the information taught in schools. As a result, it
improves the performance of a child with special needs in school. Also, the program comprises
the educational level of the child. The program assesses the learners’ performance and progress,
which allows the parent or guardian's involvement. Besides, it has strategies, goals, and
objectives that guide the progress of the child. This paper describes the IEP development
process, the process of assessment, eligibility, and placement.
First of all, the assessment of IEP is significant in selecting students for special education.
The assessment program illustrates the procedures for defining the students eligible for special
education. Also, it helps identify the learners' requirements and the ways to achieve the student’s
requirements. It identifies the characteristics of a disability the qualify for special education
(Rossetti, Sauer, Bui, & Ou, 2017). Therefore, all legitimate children get the opportunity to
acquire special education. Competent personnel conducts IEP evaluation to ensure that the
program meets the needs. Consequently, the assessment plan guides the selection of legitimate
students. Assessment is essential in verifying the progress of the students with disabilities.
Assessment of the program increases the efficiency and effectiveness of the plan.
Furthermore, one of the crucial considerations of the IEP is eligibility determination.
Eligibility determination is important in identifying the student’s special education services.
Consequently, it supports decision-making among stakeholders of the program leading to proper
placement of students. In comparison, a student may have a disability but still not eligible for the
program (Samalot-Rivera & Lieberman, 2017). Sometimes the disability may not hinder the
student from learning. Hence, the student may not be qualified for the education program.
However, if the learner qualifies for the program, the school or the institution rolls the program
for the students. The parents should know the rights and responsibilities of the students to ensure
the learners get the special services. The eligible students include brain disabilities, hearing
disabilities, language impairments, autism, and emotional disturbance,
Moreover, placement is an aspect of the IEP development process. The placement
dictates the place and the type of special education. Besides, it is an important concern in the
caring of the students with disabilities. The parents should verify the students' options for
learning (Zirkel & Hetrick, 2017). There are both private and public institutions where the
stakeholders place the students. Likewise, the committee groups the students with disabilities.
Therefore, the teachers can teach them with the required standards. The teachers are given
special training to handle the learners. Consequently, the students are put in various settings to
help them adapt to their surroundings. For example, the students also engage in co-curricular
activities to help them develop physically.
Besides, some of the people play important roles in the IEP development process. The
stakeholders include parents, school staff, administrators, and other program committee
members. Also, the actors develop the assessment plan and organize the placement procedures
for the students (Samalot-Rivera & Lieberman, 2017). The plan establishes a program that meets
the requirement of the learners. Consequently, the stakeholders collaborate to better student
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performance. Some of the stakeholders, such as parents, do not know the learning theories. Thus,
the teachers are significant in developing the knowledge and skills. The designers incorporate the
learning theories into the IEP. Furthermore, the teachers collect vital information concerning the
students.
Accordingly, there are various implications regarding the assessment of Children that are
English language learners. The different concerns include health issues, lack of native support,
and thinking differences leading to difficulty learning English. Similarly, some children require
additional support in the English language (Zirkel & Hetrick, 2017). Therefore, the children are
from native-speaking nations and those who use English as a second language. The IEP helps the
learners both outside and inside the classroom to learn English. Programs such as fast-track to
English drive the children to comprehend English faster. Also, bilingual programs where the
students are taught from their native language and then the second language. The bilingual
programs help the students acquire knowledge of their languages.
Subsequently, comprehensive members are important in dealing with children with
disabilities, and there is a rationale for the importance of the IEP identification process. Children
with disabilities need close monitoring from various individuals to help them learn new things in
the environment (Rossetti, Sauer, Bui, & Ou, 2017). Also, the members help to develop social
interaction skills and steer the accomplishment of IEP objectives. At the same time, the
identification process in IEPs helps to assess children that require special needs. The
identifications support teachers in the assessment of children with disabilities.
Conclusion
Conclusively, this paper has analyzed the IEP development process. The program
supports the learners with disabilities resulting in the cognitive development of the students. The
process of IEP has seven steps, including pre-referral, referral, identification, eligibility,
development of the IEP, implementation of the IEP, and evaluation and reviews. Different
multidisciplinary teams support the implementation and assessment of the program. Also,
eligibility determination is essential in selecting the children that meet the requirements of
special education.
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References
Rossetti, Z., Sauer, J. S., Bui, O., & Ou, S. (2017). Developing collaborative partnerships with
culturally and linguistically diverse families during the IEP process. Teaching
exceptional children, 49(5), 328-338.
Samalot-Rivera, A., & Lieberman, L. J. (2017). ADAPTED PHYSICAL EDUCATORS'
CURRENT LEVEL OF INVOLVEMENT IN THE IEP PROCESS. Palaestra, 31(3).
Zirkel, P. A., & Hetrick, A. (2017). Which procedural parts of the IEP process are the most
judicially vulnerable? Exceptional Children, 83(2), 219-235.