Suggested Language for IEP
Section II.:
Parental Concerns for Enhancing the Education of the
Student:
If the parent does not have suggestions:
(Name of Parent) does not have any concerns regarding the enhancement of (student’s
name)’s educational curriculum. (Parent Name) feels the changes made to the IEP will
enhance (name of student)’s education.
Section VII Educational Placement:
A. Questions for the IEP Team-
What supplementary aids and services were considered: What
supplementary aids were rejected? Explain why the supplementary aids and
services will or will not enable the student to make progress on the goals and
objectives (if applicable) in this IEP in the general education classroom.
- suggested answers: See attached Supplementary Aids and
Services sheet, identify aids and services considered , list those
considered, and identify which aids and/or service utilized/rejected
-
What benefits are provided in the general education class with
supplementary aids and services versus the benefits provided in the special
education class?
Example: Compare the student’s needs for supplemental, replacement,
distraction / over stimulation, balance of benefits instruction to the
instruction received in the regular education classroom versus the special
education classroom.
-
What potentially beneficial effects and/or harmful effects might be expected
on the student with disabilities or the other students in the class, even with
supplementary aids and services?
Example: The beneficial effects of (student’s name)’s participation in the
regular education class include; social interaction, exposure to the
general education curriculum, etc.
The harmful effects which might be expected include; lack of
replacement or supplemental instruction, distraction or over-stimulation.
-
To what extent, if any, will the student participate with non disabled peers in
extracurricular activities or other nonacademic activities?
Example:
1. The student will participate with non disabled peers in extracurricular activities or nonacademic activities
Explanation of the extent, if any, to which the student will not
participate with students without disabilities in the regular
education class:
Suggested answers: chose one or more, (if necessary) types of instruction
(replacement, supplemental, distraction / over stimulation, balance of benefits).
Replacement Instruction:
In the school setting:
Use to explain why the teaching of academic or functional skills that are not within the scope of
grade-level curriculum must occur in a school based special education setting:
<Name of child> requires replacement instruction to meet the outcomes identified in
<his/her> measurable annual goal(s) in <phonological awareness, reading decoding,
reading fluency, reading comprehension, math calculations, math reasoning, written
language, writing fluency, listening comprehension, expressive language, pragmatic
language, social skills, attention, study organizational skills, learning-related
behavior, transition-related vocational skills, Braille reading, and writing, sign
language, gross motor development, _________________>. This instruction will
require direct, explicit teaching of skills that are not within the scope of grade level
curriculum. Modification of the general curriculum to reduce or eliminate grade level
outcomes, together with parallel instruction provided by special education or other staff,
or provided through use of technology-assisted learning, would allow such skills
instruction to occur within the regular classroom. The simultaneous delivery of related
parallel instruction, however, would be mutually distracting and would deny <Name of
child> any meaningful interaction with <his her> peers. During such instruction,
<Name of child> could not participate in the instruction or activities in which <his her>
nondisabled peers would be engaged. The required replacement instruction will therefore
occur in a special education classroom, during which time <Name of child> will not be
participating in regular classroom instruction and activities in <subject(s) or class(es) to
be displaced>.
In the community and workplace settings:
Use when providing community-based instruction, job training, and similar life skills and
transition-related activities:
<Name of child> requires replacement instruction in the <community workplace>
setting to meet outcomes identified in <his her> measurable annual goal(s) for
<community living skills, orientation and mobility training, employment skills,
_________>. Such instruction is not provided to nondisabled peers as part of the general
curriculum.
Supplemental Instruction:
Use to explain why the teaching of skills or content within general curriculum requires
supplemental support outside the regular classroom.
Even with the curriculum modifications and the use of adapted instruction, texts,
materials, equipment, and assessments described in Section VI of this IEP, the level and
rate at which <Name of child> will learn new skills and content from the general <name
of subject(s)> <curriculum curricula> will require supplemental instruction to preteach and re-teach, facilitate the application of, and provide practice opportunities with,
those skills and that content for which <he she> will be responsible. Providing the level
of required pre-teaching, re-teaching, facilitation, and practice during regular classroom
instruction would be mutually distracting and would cause <Name of child> to fall
behind in instruction or otherwise to miss instruction and related activities from which
<he she> would benefit. The required pre-teaching, re-teaching, facilitation and practice
thus will occur in a special education classroom, during which time <Name of child>
will not be participating in regular classroom instruction and activities in <subject(s) or
class(es) to be displace>.
Balance of Benefits:
The team may decide to provide pull-out instruction in one area of the curriculum by displacing
regular class instruction in another area. For example: for a child receiving replacement
instruction in reading decoding and fluency in a special education setting, the team might
determine that the child should remain in the regular classroom for the entire Language Arts
period, and that he should receive the replacement reading instruction in a special education
classroom during Social Studies.
Use the following example, together with model statements for supplemental and replacement
instruction to explain which regular class instruction will be displaced by replacement or
supplemental instruction. :
The need for <replacement instruction supplemental instruction> in <name of skill
area or subject in which child will receive replacement or supplemental instruction>
strongly outweighs the benefit that <Name of child> would derive from participation in
regular classroom instruction I <subject(s) or class (es) to be displaced>, even with
substantial modification of the general curriculum and with adapted instruction,
instructional grouping, texts, materials, equipment, and assessments. The needed
<replacement instruction supplemental instruction> will therefore occur in the special
education classroom during <subject(s) or class (es) to be displaced> instruction in the
regular classroom.
Distraction / Over Stimulation:
Use the following when the physical or social conditions in the regular classroom cannot be
adapted or modified enough to enable meaningful progress in the general curriculum in that
setting
Until <Name of child> acquires the self-regulatory and compensatory skills described in
<his her> measurable annual goals, the <sensory stimuli, social stimuli, emotional
stressors> of the regular classroom during <subject(s) or class(es)> instruction will
prevent <him her> from meaningful participation in instruction and activities with non
disabled peers during <that time those times>, even with whole-class and child-specific
adaptations to instruction, instructional grouping, behavior interventions, and, the
instructional environment, and even with curriculum modifications. The lower total
student population and greater similarity of need among peers in special education
classroom will enable <Name of child> to make meaningful progress in the general
<name of subject(s)> <curriculum curricula> that would not be possible, at this time,
in the regular classroom.
Explanation of the extent, if any, to which the student will not
participate with students without disabilities in the general
education curriculum:
Suggested answers: Given the previously listed information regarding
(replacement instruction, supplemental instruction, distraction / over stimulation,
balance of benefit) select which is appropriate, (Student’s name) will not participate in
the general education due to (replacement instruction, supplemental instruction,
distraction / over stimulation, balance of benefit).