Paper Writing Services to the structure and collaborative nature of the meeting, the specific components of the IEP, and ways that the meeting demonstrates adherence

Abstract
successful IEP meeting. Often, a school district will provide a checklist for teams to follow when developing and discussing the IEP to help ensure all responsibilities are met. View “FIEP: A Facilitated IEP Meeting,” paying special attention to the structure and collaborative nature of the meeting, the specific components of the IEP, and ways that the meeting demonstrates

Assessment Description The Individuals with Disabilities Education Act (IDEA) requires that specific topics be covered in an Individualized Education Program (IEP) meeting. The IEP team consists of general education teachers, special education teachers, a psychologist or counselor, administrators, parents/guardians, speech therapist, occupational therapist, and on occasion, the student and student advocate. Typically, a special education teacher serves as the case manager and is responsible for inviting attendees to the meeting and coordinating the meeting according to policies and regulations. Effective communication, interpersonal skills, problem solving skills, and data-driven decision-making are all prerequisites to facilitating a successful IEP meeting. Often, a school district will provide a checklist for teams to follow when developing and discussing the IEP to help ensure all responsibilities are met. View “FIEP: A Facilitated IEP Meeting,” paying special attention to the structure and collaborative nature of the meeting, the specific components of the IEP, and ways that the meeting demonstrates adherence to laws and etcal principles that govern special education. Note when viewing ts example meeting that the administrator is the facilitator rather than the special education teacher, who would typically lead the meeting. I will send the link to the video via message In a 1,000-1,250 words, articulate your knowledge of IDEA and the IEP process. Ts should address the following: Support with a minimum of three scholarly resources.

Sample references
  • (‘Hermann, W. A. 2006. Quantifying global exergy resources. Energy 31(12):1685-1702.’,)
  • (‘Bouldin, E. D., Andresen, E. M., Dunton, N. E., Simon, M., Waters, T. M., Liu, M., . . .’,)
  • (‘Filleul, L., S. Cassadou, S. Medina, P. Fabres, A. Lefranc, D. Eilstein, A. Le Tertre, L. Pascal, B. Chardon, M. Blanchard, C. Declercq, J. F. Jusot, … (45 characters truncated) … ion between temperature, ozone, and mortality in nine French cities during the heat wave of 2003. Environmental Health Perspectives 114(9):1344-1347.’,)
  • (“Duffield, C., Diers, D., O’Brien-Pallas, L., Aisbett, C., Roche, M., King, M., & Aisbett, K.(2011). Nursing staffing, nursing workload, the work environment and patientoutcomes. Applied Nursing Research, 24(4), 244-255.268”,)

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