Individuals with Disabilities Education Act (IDEA) provides various rules about how to treat students with disabilities. For instance, it requires that schools should provide students with various specialized facilities and services from birth up to twenty-one years and that students should learn in a Least Restrictive Environment (LRE). Disabled students should be given an opportunity to learn and interact with their peers, and this requires an Individualized Education Program. An IEP is a document that teachers, parents, specialists, and if possible students agree upon; and it describes the achievement level of the students. There is a need for teachers of students with disabilities to understand the connection between curriculum, assessment, and the IEP to aid in planning and implementing instruction. The connection between the items above is essential in determining the social support that students will require to attain various goals in their studies. Additionally, it helps the teacher to determine special equipment such as visual aids and others that the disabled student may require (“Individuals with Disabilities Education Act,” 2013). Those with physical impairments and other disabilities have a problem with the learning process and a hard time getting a quality life. There is a need to focus on what they can do instead of what they cannot do. Most individuals with severe disabilities have not only movement problems but also other abilities; hence assessing them helps to know the curriculum activities they can participate in (“How People with Severe/Profound Disabilities Learn,” (2009). Furthermore, this helps to identify their strengths and weaknesses to come up with a better program for them. An Individualized Education Program (IEP) will help the teachers to track the performance of the students and determine challenging areas to help them identify strategies to assist them. It also determines the specialized services that the teacher should provide to them to ensure that it supports their learning and social development (“Profound intellectual and multiple disabilities,” 2010). As a result, understanding the connection between curriculum, assessment, and IEP helps in ensuring development in all aspects of the student. Furthermore, it helps the teachers to provide a better environment to promote peer socialization between the specialized child and other students in a classroom and school. In conclusion, there is a need for teachers of severely disabled students to understand the connection between curriculum, assessment, and IEP. A comprehension of the relationships enables them to effectively plan and implement instructions in class to ensure the wholesome development of the students. The instructors will determine the student’s strengths and disabilities, and use this to deliver specialized services to them. They should understand that different students with severe disabilities require different types of help. Individuals with Disabilities Education Act (IDEA) provides guidelines on the treatment of disabled students, and students should understand this when providing special education to the children.
References
How People with Severe/Profound Disabilities Learn. (2009). Retrieved from https://youtu.be/52hASSHA_nEIDEA: Individuals with Disabilities Education Act: History and Summary. (2013). Retrieved from https://youtu.be/3XMndYNEGFA Profound intellectual and multiple disabilities. (2010). Retrieved from https://youtu.be/0MAsTRaR404
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