EDU 614 Advanced Individual Education Assessment
Course Artifact: Case Study - Individualized Education Planning
The artifact that best represents the course EDU 614 Advanced Individual Education Assessment is an Individual Education Program (IEP) that was developed from a case study of a fictional student (Jerry) who was diagnosed with Bipolar Disorder and Attention Deficit Hyperactivity Disorder. Jerry qualified for special education services under the categories of Emotional and Behavioral Disorder (EBD) and Other Health Impairment (OHI). Jerry's plan was developed from four short testimonies of Jerry's behavior in school. The testimonies did not contain information on Jerry's academics or any testing that was previously done that aided in the diagnosis of his disabilities or his placement in special education. The missing information from the case study was implemented using inferencing from the rest of the information within the case study. This IEP showcases the time spent on learning major components of an IEP including assessments and behavior that are needed for present level of performance, goal writing, and services from special education. Completed and written as best practice, this IEP exemplifies the cyclical nature of education, more specifically, an IEP in special education. This plan reflects the strengths of Jerry as well as his weaknesses to ensure that each teacher he encounters is able to understand how he learns, what his needs are, and what his social and academic goals entail while still being challenged with academic rigor and the same opportunity for social and academic growth that each student deserves.
Attached to Jerry's IEP and acting as a second artifact is a summary that supplements Jerry's IEP. Due to the lack of information (especially academic information) on Jerry, this summary highlights the decisions that were made in order to develop his educational plan. It also explains how inferences were made in order to develop his plan. Under normal circumstances, there would be additional information on a student including, but not limited to, data from assessments, learning styles, academic achievement data, behavior data, and an IEP team that would contribute to the decision making of an educational plan. Since many of these components were missing, the information that was given was minimal and made the task of inferencing necessary to develop a plan for Jerry in order for his success.
Attached to Jerry's IEP and acting as a second artifact is a summary that supplements Jerry's IEP. Due to the lack of information (especially academic information) on Jerry, this summary highlights the decisions that were made in order to develop his educational plan. It also explains how inferences were made in order to develop his plan. Under normal circumstances, there would be additional information on a student including, but not limited to, data from assessments, learning styles, academic achievement data, behavior data, and an IEP team that would contribute to the decision making of an educational plan. Since many of these components were missing, the information that was given was minimal and made the task of inferencing necessary to develop a plan for Jerry in order for his success.