[blindkid] IEP development for 3rd-4th grader
SCDUFFLEY at aol.com
SCDUFFLEY at aol.com
Sun Feb 3 17:38:02 UTC 2013
It is important and VITAL to have Carol Castellanos book "Making it Work".
You will find a review of her book on the NFB website. It is the bible
to education for the visually impaired.
_https://nfb.org/images/nfb/publications/fr/fr19/fr05si11.htm_
(https://nfb.org/images/nfb/publications/fr/fr19/fr05si11.htm)
Secondly, I googled the internet for information on IEP for blind students
and found good articles and a few examples. Here are a few links I found.
_http://www.unco.edu/ncssd/bviIEP/index.shtml_
(http://www.unco.edu/ncssd/bviIEP/index.shtml)
_http://www.wonderbaby.org/articles/ieps-parents-blind-or-visually-impaired-
children#sample_
(http://www.wonderbaby.org/articles/ieps-parents-blind-or-visually-impaired-children#sample)
I have been through the same thing. ONE of the biggest challenges was
needing exposure to peer interactions and some daily living skills that were
very slow going. I was able to convince my team, in a calm, objective
way, that my son, who is now 11, needed time at Perkins School for the blind
(about 1.25 hrs away) to develop these exposures in their Outreach Program.
They also offer a summer program. Do you have any services like that in
your area or 100 mile radius?
Speech and OT can be tricky areas and we built his goals on testing
results. Do you have testing evidence or grades to help you for any of your IEP
areas?
I am sure the other parents and professionals will have some wonderful
advice as well.
It takes time, but it is well worth it.
My best,
Christine Duffley
NH
In a message dated 2/3/2013 9:37:10 A.M. Eastern Standard Time,
lanesims at gmail.com writes:
Up until now we have been passive participants in Emilia's IEP development
and meetings. I have never felt that the document was particularly
understandable or helpful in a practical way. I now realize that this
cannot continue and I have decided to be much more active in the process of
writing the document.
I have looked at some online advice and samples and still have a question
about what to include/exclude from the Goals/Benchmarks. The common core
standards are clearly published on the district website. It seems to me
that if we expect her to have the same expectations as her sighted peers
with regard to learning the curriculum, then we just need to state that
clearly, rather than go through each individual element of the curriculum.
Then we just need to address areas of weakness or blind specific
accomodations, and the expanded core curriculum (like reading speed,
assistive tech, testing accomodations, O&M, etc). I'm thinking something
like this:
Language: Emilia will have the same expectations as her sighted peers for
mastery of the 4th grade common core standards.
After this we could go on to a specific reading goal and so on.
The same would apply to math and so on.
It seems to me that if we refer specifically to the published expectations
for her sighted peers, then the same expectations in their entirety are
applied to Emilia. Am I missing something here? Thanks.
Brandon
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