Antonio’s Triennial IEP

Antonio’s Triennial IEP

Students with disability normally have problems fitting into the general education curriculum. This is because they exhibit various developmental and learning delays compared to their peers that do not have any disabilities. The aspect has made it important for the adoption of various intervention strategies to help such students achieve the desired objectives irrespective of their situation. Individualized Education Program (IEP) has been identified among the strategies that are quite effective in this quest.

Students that have been enrolled in this program ought to receive various evaluations to ascertain the milestones that have been actualized during a certain period. Through the evaluations, it is easier to deduce whether a positive progress is being experienced. In this respect, the paper is going to review the assessment of Antonio; who is enrolled in a Triennial IEP. Antonio is nine years and qualified for the Individualized Education Program (IEP) 3 years ago while in Coyote Canyon School in Rancho Cucamonga district. He has been receiving various interventions as stipulated by his program during this period. The assessment involved with the triennial IEP is meant to determine if Antonio still fits in the scope of special education based on the changes that have been experienced.  When Antonio was first introduced into the program, he had developmental delays in communication, writing, language, speech, and reading. He became eligible for the IEP under the Intellectual Disability category. Since the inception of the program, Antonio has been receiving classroom instructions either as an individual or together with other students. This is based on what the teacher deems suitable for his progress based on the nature of activities involved.

In the case of Antonio, the special education teacher was responsible for conducting the academic assessments for the Triennial IEP. Other professionals involved in the process were the general education teacher, a speech pathologist, the school psychologist and Antonio’s parent. The main aim of the assessment was to ascertain the level of progress that Antonio was making upon being involved with the IEP. The IEP was designed to tackle the issues that he was encountering upon being approved for the program.

Based on the results derived from the assessment, Antonio had actualized some progress in areas that he was encountering deficits. The programs that he was subjected to focused on areas revolving around reading, writing, communication, language and speech enhancement. Various records that had been documented for the past three years were availed for all the members that were present during the assessment. There was evidence that there was progress with regards to Antonio’s developmental and learning delays. The progress identified was not very significant, but was substantial. There was a need to maintain Antonio in the program so that there would be more progress in areas that he was experiencing deficit.

An interview with the speech pathologist indicated that Antonio was improving with regards to his communication disorders. His articulation prospect was improving more so with regards to speech sound disorders. His fluency is commendable based on how he was before, but there is need to continue with the program to ensure that desired objectives have been actualized. The delivery models used by the speech pathologists included a combination of in-class, pull-out and consultation models.

An interview with the parent showed that she had issues with the in-class program that Antonio was being subjected to. The parent was of the opinion that Antonio would benefit more if he was involved more with the pull-out sessions. This is because he would find it difficult to cope in a classroom with other students that do not have similar difficulties. The parent thinks that teachers would also have more time with him in a pull-out session, and this would help in solving his problems sufficiently. She said that a change in the placement is something that she had been contemplating for the past six months and was waiting for the appropriate time to bring it to the other team members.

However, an interview with the special education teacher revealed a different viewpoint based on the parent’s concern. The special education teacher pointed increased pull-out sessions would not work positively for Antonio. This is because most of the times he does not show significant attention while in the pull-out sessions compared to the in-class sessions. He tends to show more interest in whatever academic issue being undertaken while in the presence of his peers.

By way of observation, everyone in the meeting believed that Antonio was improving. A review of the prior IEP documents and cum files showed this aspect. There was need for Antonio to continue with the IEP for improved results.

The team used Kaufman Test of Education Achievement to review the progress that Antonio has had while in the IEP. With regards to reading, Antonio’s marks were still below average. He had a 90% confidence interval of 67-85 and a percentile rank of 5. His writing ability was also below average; he had 90% confidence interval 76-88 and a percentile rank of 12. When it came to oral language, the scores were average with 90% confidence interval of 78-96 and percentile rank of 19. Oral fluency was also average. This was an indication of improvement on his speech.

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