加拿大论文代写:特殊服务

Keywords:加拿大论文代写

孩子们是否有学习障碍需要特殊服务，这一阶段需要弄清楚。第一阶段是注意学生是否在一个或多个学科领域遇到困难。下一步是评估孩子的疑似残疾地区，但在此之前，学校必须得到父母的许可才能对孩子进行评估。资格是由一组合格的专业人员和父母一起决定孩子是否有残疾。如果发现孩子有资格，IEP小组将开会讨论写在学生被鉴定为伤残30天为残疾儿童IEP。IEP小组举行会议和IEP是写在协同努力，从IEP小组的所有成员。（美国教育部，20，2月，2001）为学生提供服务。在今年年底，进度测量和IEP回顾。在这个过程中发生的，每三年一次的学生评价。根据法律，某些个人必须参与编写孩子的个别教育计划。父母必须参与，因为他们知道他们的孩子和他们的孩子可能需要什么。正规教育的教师，如果学生将融入普通教室白天的一些时间，是球队的需要，因为他们知道学生的通识课程。他们也懂得如何处理学生的行为问题。的IEP团队的下一个成员应该是个特殊教育老师。这个人将能够贡献他们的知识，在如何修改一般课程和测试，以帮助特殊需要儿童学习和展示他们所学到的东西。特殊教育老师也有责任教学生开展IEP的过程。参与IEP团队个人的个人谁可以解释评估的结果，代表学校系统，对儿童的特殊专业知识的个人，代表过渡服务机构和学生的IEP正在写。
加拿大论文代写:特殊服务
There are stages to figure out whether or not a child has a learning disability and need special services. The first stage is noticing if a student is having difficulty in one or more subject areas. The next step is to evaluate the child's suspected disability area, but before this can take place the school must receive permission from the parents to evaluate the child. The eligibility is decided by a group of qualified professionals along with the parent to determine if the child has a disability defined in IDEA. If the child is found eligible, the IEP team will meet to discuss and write and IEP for the disabled child within 30 days of the student being identified as disabled. The IEP team meeting is held and the IEP is written in collaborative efforts from all members of the IEP team. (U.S. Department of Education, 20, Feb, 2001) Services are then provided for the student. At the end of the year, progress is measured and the IEP is reviewed. After this process takes place, every three years the student is reevaluated. By law certain individuals must be involved in the writing of a child's Individual Education Program. Parents must be involved because they know their child and what their child may need. Regular education teachers, if the student will be mainstreamed into regular classrooms some time during the day, are a need on the team, because they know the general curriculum of the student. They also have knowledge of how to handle students with behavior problems. The next member of the IEP team should be a special education teacher. This person will be able to contribute their knowledge in how to modify general curriculum and testing to help the special needs child learn and show what they have learned. The special education teacher also has the responsibility to teach the student and carry out the IEP process. The individuals involved in the IEP team are individual who can interpret evaluations result's, represent the school system, individuals with knowledge of special expertise about the child's, representatives from transitional service agencies and the student who the IEP is being written for.