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IndividualizedEducationReportCaseStudyRationale
TheIEPCaseStudyassignmentwasaveryinvolvedprocessthattookmethroughthe

entireprocedureofcreatingandimplementinganIEPforastudentatNES.Forthisassignment,
thereweremanydifferentstepsthatItook,withtheguidanceofaspecialeducatoratmy
internshiplocation.Weworkedtogethertoobserveastudent,analyzetestinginformationand
writeobjectivesthatwouldbestaidthestudentwithhisacademicandspeechneeds.Duringthe
entirecourseoftheassignment,thereweremanytimeswherethedirectionthatIreceivedfrom
mymentorwasveryhelpfulandnecessarytocompletetheprocessoftheplan.Thefocused
standardsforthisassignmentaretheCouncilforExceptionalChildrenstandard1,standard3,
standard6andstandard7.
Instandard1thespecialeducatorisrequiredtounderstandhowexceptionalitiesmay
interactwithdevelopmentandlearningandusethisknowledgetoprovidemeaningfuland
challenginglearningexperiencesforindividualswithexceptionalities.IntheIEPwriting
processthestudentwithexceptionalitieswasassessedbyanoutsidedoctorbutalloftheresults
werereviewedandanalyzedbymyselfandmyspecialeducationmentor.Usingtheresultsof
theassessmentsthatwereceivedfromthepsychiatristwewereabletomakedecisionsforthe
studentthatwouldbestimpacthisacademicperformanceintheclassroom.Iusedmy
knowledgeofhowexceptionalitiesinteractwithdevelopmentandlearningtochoosethebest
learningobjectivesandgoalsforthestudent.Iknewthatthisstudentwasverycapable,whichI
wasabletoseeaspartoftheassessmentresults,soIstillwantedtomakesurethathewas
challengedintheclassroomandhavingmeaningfulexperiencesthatwouldcontinuetofosterhis
learning.Allofthegoalsandtheobjectivesthatwerechosenforthisstudent,weremadewith

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theknowledgethatIhadabouthisabilitiesandtheimpactthathisexceptionalitieswerehaving
onhisfunctionalityintheclassroom.
INCECstandard3,specialeducatorsusetheirknowledgeofgeneralandspecialized
curriculumtoindividualizelearningforindividuals.Thiswasanespeciallyimportantstandard
inthecreatingofthisstudentsIEPusingtheinformationfromhisacademicandemotional
assessments.Eachstudentwithexceptionalitiesisdifferentintheirneedsinbothinsidethe
classroomandoutsidetheclassroom.Theyresponddifferentlytointerventionsandhave
differentworkhabitsintheclassroom.Allofthesefactorswerethoughtaboutwhileplanning
theobjectivesandgoalsforthestudent.Myknowledgeofthecurriculumandunderstandingthe
demandsthatareplacedonstudentsintheclassroomhelpedmewhilecreatingthethegoalsand
theobjectivesthatwillhelpthestudentbemostsuccessfulintheclassroom.Allofthespecific
interventionsandaids,services,programmodificationsandsupportswerechosenwiththe
knowledgeofthestudentsneedsandthecurriculumexpectationsintheclassroom.
InCECstandard6,specialeducationprofessionalsusefoundationalofthefieldandtheir
professionalEthicalPrinciplesandPracticestandardstoinformspecialeducationpractice,to
engageinlifelonglearningandadvancetheprofession.WhileworkingtocreatethisIEPwith
appropriatelychosenstandardsandgoals,thereweremanytimesthatethicalprinciplesand
standardsweremaintained.Theprivacyandanonymityofthestudentwascontinuously
protectedaswasthatofhisparentsandteachers.Datesandtimelineswerealwayshonoredto
bestmeettheneedsofparentsandteachers.Choicesforthestudentweremadebasedondata
thatwasgatheredinatimelyfashionandweremadeinthebestinterestofthestudent.
MaintainingtheintegrityoftheinformationandmakingchoicesthatIbelievedtobethebestfor

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thestudentbasedonmyknowledgeofthedevelopmentofchildrenwithexceptionalities,were
thebasisforthisassignment.
InCECstandard7specialeducatorscollaboratewithfamilies,othereducators,related
serviceproviders,individualswithexceptionalitiesandpersonnelfromcommunityagenciesin
culturallyresponsivewaystoaddresstheneedsofindividualswithexceptionalitiesacrossa
rangeoflearningexperiences.TobeabletoresponsiblycompletethisIEP,collaboration
betweenmyself,otherspecialeducators,relatedserviceprovidersandfamilieswasanecessity.I
metextensivelywiththeotherspecialeducatorthatwasthecasemanagerandshewalkedme
throughtheprocessofanalyzingthedatathatwasprovided,assistedmeinmyobservationsof
thestudentandkeptmeawareofallofthetimelinesthatwereimportanttorespectduringthe
process.Ialsometwitharelatedserviceprovider,thereadingspecialist,todiscussthespecific
goalsandobjectivesthatwouldberealisticchoicesforthisstudent.Inaddition,Iwasableto
meetwiththespeechpathologistwhohasbeenprovidingservicesforthisstudentforsometime
now.WediscussedthechangesthatwerebeingmadetotheIEPandhowtheymayimpactthe
speechservicesthatthestudentwasalreadyreceiving.Thiscollaborationkeptalladditional
servicesintheloopaboutthenewinformationthatwasbeingaddedinregardstoservicesfor
thisstudent.Werevieweddatatogetherandmadeinformedchoicesabouttimelinesand
expectationsforthisstudent.DuringtheIEPmeeting,Iwasabletomeetwiththestudents
parentstoexaminethegoalsandobjectivesthathadbeenputintoplaceintheIEP.Wetalked
aboutanyandallconcernsthattheyhadwiththechoicesthatweremadeandwereabletoclarify
anydetailsthattheymaynothaveunderstoodinthedocument.Allofthecollaborationthat
wentintothisIEPmakingprocesswasimperativetocreatingadocumentthatbestservedthe

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needsofthestudent,hisfamilyandallofthestaffworkingtogethertoprovidehimwiththebest
educationalexperiencepossible.