There is a need for children with disability to have an opportunity of living and learning effectively. There are a variety of programs that can be used in this actualization. Among them are the Individualized Education Program (IEP) and Individualized Family Service Plan (IFSP). These programs help children with disability to adapt to life better both in school and at home. They have the opportunity of attaining equal opportunities with their peers in the general education program. This paper will assess various aspects revolving around IFSP and IEP. The paper will first assess the components of the two programs. This will try to showcase the differences and similarities that exist between the two. This will be followed by a description of how assessments can be used to plan instruction. The paper will go ahead to illustrate how to develop IFSP and IEP goals and outcomes. A discussion on why curriculum planning ought to consider family presence and priorities in order enhance the quality of a student life will also be included. The importance of students with disabilities having access to general education curriculum will surface through the paper too. The paper will go ahead and assess various instructional methods that would facilitate students with disability to participate and make progress in the general curriculum. The paper will conclude on IFSP and IEP teams develop family-centered curriculum and why this has importance in early childhood education.
Components of IEP and IFSP
IEP and IFSP have been incorporated into school curriculums over the past years. They have some similarities, but they also differ to some extent. For IFSP, it provides a platform for documenting and planning early intervention services for children with disability and their families. The children involved here are infants up to 3 years of age. IEP, on the other hand, provides intervention for children aged between 3 and 21 years. There are also some differences when it comes to what ought to be included in each program. The IEP contains a statement that presents the current educational achievement of the student and functional performance. There is also a statement of the student’s needs and strengths coupled with the concerns that the parents might have regarding their child’s education. IFSP on the other hand includes a child’s functional ability statement across five developmental areas; cognitive, social/emotional, adaptive, physical and emotional. IFSP not only focuses on the needs of the children but those of the family too. This is because the family ought to have the ability to create a favorable environment for the child. When it comes to outcomes, IEP measures outcomes that are designed to ensure a child participates in the curriculum as their peers. IFSP, on the other hand, tends to measure outcomes for both the family and the child with the process, timeline and criteria used to determine progress for each outcome. With service provision, IEP provides services to children with necessary program accommodations, supports, and modifications. IFSP, on the other hand, provides services that are deemed necessary to meet family’s and children’s needs including health, social and educational needs. When it comes to the environment of providing these programs, IEP ought to be provided in the least restrictive environment in order to ensure that the child participates in the general education curriculum. IFSP on its part requires that the intervention services are offered in natural environments that children are well familiar with. IEP also needs to be reviewed once every year in order to assess the progr
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