Students with ID

Discuss at least three essential qualities of effective Individualized Education Plans (IEPs) for students with intellectual disabilities. Illustrate how these essential qualities will promote academic and adaptive behavioral success for students with intellectual disabilities in both special education and inclusionary, general education placement settings.

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Solution Preview and developing a student's IEP. This includes making efforts to ensure that IEP meetings are scheduled at a mutually agreeable time and place, which can include holding meetings by conference calls or via the Internet" (Yell, Katsiyannis, Ennis, & Losinski, 2013, p. 56) They further advise how it is imperative to document parental involvement and keep written notes from the IEP meetings; "these notes should include parental contributions and the IEP team's discussion of these contributions. At the end of the IEP meeting, these notes should be read and signed by the team members. Keeping meeting notes shows that parents were actively encouraged to contribute to the IEP meeting and that their thoughts and opinions were considered and discussed in a thoughtful manner" (p. 57). This quality encourages mutual communication, increased student success, and a commitment to partners in education, getting all parties on board to facilitate success for the student with ID.

Along the same lines as yielding parental involvement, it is also helpful to include the student's input on how or she best learns, his or her interests and preferred learning styles, perceived weaknesses and strengths, favorite accommodations, and other feedback within the IEP ...