Most children with disabilities are provided with Individualized Educational Plans that ensure specialized instructions and services related to academic development. Furthermore, children with disabilities have different needs in education that tutors must address to achieve fruitful results. In other words, they might be less patient and find it complicated to entirely focus on one task at elementary school. In addition, children might not be able to organize, store, or retrieve information during the lessons. Therefore, it is vital to cater to students’ needs and find the right approach to establish productive communication with them in classes.
Having observed children with disabilities, it seems evident that they express their emotions and feelings differently and sometimes, more aggressively. For instance, a boy, Ben, was irritated by the comments and giggles of his classmates and, therefore, started threatening them and behaving aggressively. Frequently children with SENs view some situations from different points, which leads to their unexpected actions in school settings. Thus, it is vital to properly educate children with disabilities according to the instructions and guidelines presented in individualized educational plans to achieve fruitful outcomes in academic and emotional development.
IEPs are initially designed to assist inexperienced teachers in the better development of children with special educational needs. In other words, the objectives and goals described in IEPs help teachers, administration, and parents to effectively work with children with disabilities (Al-Shammari & Hornby, 2019). The instructions provided in individualized plans are crucial in school settings as they provide details and information on the ways of communication and approach enhancement (Al-Shammari & Hornby, 2019). The implementation of IEP requires the involvement of the child’s parent, teacher, a school representative, a professional to interpret the results of the plan, and a child with disabilities (Al-Shammari & Hornby, 2019). Every member of the child’s educational team, except for the student with SENs, is to be thoroughly familiar with the unique needs in the education of the student and the IEP itself to contribute to the child’s development in the school setting.
As a result, student achievement can be enhanced by the implementation of the standard practices related to IEPs. The child’s performance should be evaluated through tests and assignments to indicate the aspects that need advancement to thrive in education (Al-Shammari & Hornby, 2019). Moreover, academic progress can be analyzed from teachers’ or school administration’s feedback, which leads to more reliable and trustworthy statistics. Therefore, the impact of the student’s SENs on achievement and progress at school should be investigated to design additional methods for the elimination of negative influence (Al-Shammari & Hornby, 2019). Consequently, IEPs must include the annual goals that the child with disabilities should achieve in the school setting (Al-Shammari & Hornby, 2019). A child’s performance is to be constantly examined in case of identifying the need for alternations in the objectives and approaches of individualized educational plans.
Overall, the effective collaboration of teachers with children with SENs depends on the IEPs and their objectives. As a result, to assist in the student’s educational development, it is vital for me to adequately research the unique needs of children with disabilities and contribute to their addressing. Moreover, I should be engaged in the process with parents and administration to find the approach and help a student to achieve the annual goals stated in the IEPs. I should rigorously research the child’s performance to enable one to acquire the needed skills to overcome the weaknesses in the educational process.
Al-Shammari, Z., & Hornby, G. (2019). Special Education Teachers’ Knowledge and Experience of IEPs in the Education of Students with Special Educational Needs. International Journal of Disability, Development and Education, 67(2), 167–181. Web.