The IEP is an essential part of each student’s special education program and plays a large part in the role of special education teacher responsibilities. Special education teachers must include all of the information needed to describe the student’s strengths, needs, background information, etc. All of this information is used to develop an effective program for the student.
By the age of 16, students with special education services must have an additional transition plan that addresses current functioning based on observations, student surveys, and other age appropriate transition services. Goals must be developed for further education and training as well as employment after high school. Aligned transition activities for each goal must be realistically developed to assist students in achieving their goals. Teams must also consider the need for goals associated with independent living. These goals could address community access and participation, adult living and post-school options, as well as daily living skills to support independence in adult settings.
Review the “Alicia Case Study” to inform the assignment that follows.
Use the “Case Study: PLAAFP and Annual Goals Template” to complete this assignment.
Part 1: Present Level of Academic Achievement and Functional Performance (PLAAFP)
Complete the following in 250-300 words for the case study student.
- Section 1: Academic Student Strengths/Interests
- Section 2: Evaluations
- Section 3: Performance in Classes
- Section 4: Other Relevant Issues
Part 2: Post-Secondary Transition
Consider emotional, social, and academic concerns to be successful post-secondary.
- Preferential Learning Environment
- Strengths/Interests Relating to Transition
- Areas in Need of Improvement for Transition
Based on age appropriate transition assessments, include measurable transition IEP goals and transition activities/services appropriate for the student’s post-secondary preferences, strengths, and needs.
- Independent Living
Part 3: Rationale and Reflection
Provide a 500-750 word summary addressing the following:
- Rationalize your PLAAFP, annual goals, and transition plan choices, citing the CEC Code of Ethics.
- Discuss and defend the legal, ethical, and quality requirements related to the management of confidential student information, such as the information displayed within a PLAAFP or transition plan.
- Reflect on how you will use the foundational knowledge and current issue you have researched during the development of this assignment to improve student learning in your future professional practice.
Support your rational with 1-2 scholarly resources, in addition to the CEC Code of Ethics.
College of Education (COE) program competencies and national standards assessed in the benchmark assignment:
Consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with disabilities. [CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1, IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); GCU Mission Critical 2, 3, 4, 5]
Develop and implement a variety of education and transition plans for individuals with disabilities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. [CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15, ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); GCU Mission Critical 1, 2, 4, 5]
Reflect on practice in light of research on teaching, professional ethics, and resources available for professional learning in order to improve student learning. [ACEI 5.0; CEC 6.1, ICSI.6.K2, ICSI.6.K4 ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5, ICSI.6.S7, IGC.6.K4, IGC.6.K6, IGC.6.S2; InTASC 9(l), 9(o); GCU Mission Critical 2, 3, 4]
Integrate foundational knowledge and current issues to inform professional practice. [CEC 6.2, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, IGC.6.K1, IGC.6.K2, IGC.6.K3; InTASC 10(h); GCU Mission Critical 1, 2, 4]
Demonstrate legal, ethical, and quality requirements related to the management of confidential student information. [CEC 6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6; InTASC 5(k); GCU Mission Critical 1, 2, 4, 5]