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Student’s Social Needs With An Iep

By Author: Sherry Roberts
Total Articles: 153

Individual educational plans are important in offering further instructions in learning to the individuals having exceptional learning needs. The Education plans acts as a leveling field against the learners with no diagnosis of the learning problems. As the coordinator of special education, it is necessary that the teacher receives guidance on how to handle the learner. The learner has social needs that are not easy to address by following the laid out schedule. Thus, the teacher needs to incorporate activities into the learning schedule that focus on enhancing the social skills of the learner.
Formation of relationships with other people helps in meeting the social needs. The teacher has to be the closest companion to the learner as a way of enhancing the social skills. The relationship formed helps to prevent anxiety, depression, and loneliness. The coordinator should intervene by advising the teacher on the alternative ways to meet the social needs of the learner since it is not in the schedule.
Another way of supporting the special education teacher is by encouraging them to attend the IEP forums where such challenges have a platform for discussion. The forums could be a way of initiating changes in the teacher schedule to cater for all the needs of the learners. The meetings also involve the participation of the parents of the individuals with the disabilities. Thus, the teacher can easily interact with the parents by encouraging them to monitor the progress of their children. Parents’ participation could also be a valuable asset in the development of the social skills to their children.
In the handling of the learner, the coordinator needs to guide the teacher in using good terms other than the negative terms got from their professional training when addressing the learner. For instance, the use of phrases like dysfunctional families, emotionally disturbed, mentally retarded and learning disabled would affect the motivation of the learner. The teacher needs to develop a new perspective and vocabulary to the learner and the family. Some negative comments made to the learners would also impair their level of commitment to the educational plan.
The coordinator can also encourage the teacher in talking personally to the parents when planning the IEP meetings (Fish, 2008). They provide information about their child’s strengths, likes and dislikes to the meeting. The information serves as a starting point for understanding the students as a teacher. It also helps in planning for individualized programs that address specific needs of the students. It is a way of having a strengths-based IEP that allows parents to have a chance of taking part in the education of the child (Philip, 2010).
Getting into the social life independently for the learners in special education is possible through the determination of their educational requirements. It is by taking the personal characteristics and their capabilities with consideration and providing conducive learning environment. The students undergoing the special education should benefit the plan fully regardless of the challenges surrounding it. They need to develop at the highest level in the direction of their needs. They have the right of getting the best from the educational plan for them to have the same exposure to those in the normal curriculum.

Emanuel Carter & Dr. Carolyn H. Wilson (2001) Perceptions of Teachers, Parents and Public School Stakeholders Concerning the IEP Process and Development
Fish, W.W. (2008) The IEP Meeting: Perceptions of Parents of Students Who Receive Special Education Services. 53(1), 8-14.
Hasan A. (2012) Guidance and Research Centers managers’ perceptions of problems encountered in the identification, placement-follow up, individualized education program (IEP) development and integration practice. Educational sciences: Theory and practice 12(3) 2025- 2031
Kendra W. (2014) Rural Special Education Quarterly Vol. 33(1) 3-11
Martin, M.E. (July 2007). Special Education & Rehabilitative Services
Archived: A 25 Year History of the IDEA.
Philip M. (2010) Twelve ways to incorporate strengths-based planning into the IEP process: The cleaning house (83) 207-210
Tamika P. & Andrew T. (2013) The relationship of IEP quality to curricular access and academic achievement for students with disabilities: International journal of special education Vol. 28(1)

Sherry Roberts is the author of this paper. A senior editor at Melda Research in online nursing papers. If you need a similar paper you can place your order for a custom research paper from legitimate research paper writing service services.

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