IEP Form Š Special Factors
1.
Assistive Technology: Does the
student require assistive technology devices and services or low incidence
services, equipment and materials to meet educational goals and objectives?
Check yes or no. If yes, specify the type of devices, services, equipment,
and/or materials needed.
2.
Low Incidence: This
applies only to the students with the following eligibility categories:
DB, VI, OI, HH, and Deaf. Low incidence equipment is indicated only if it
is required to meet specific educational needs. Check yes or no. If yes,
specify.
Note:
Best practice Š assistive technology should be addressed in the Supplemental
Aids and Services section and/or in a goal.
3.
Blindness or Visual Impairment: Is the student
blind or visually impaired? If the student is visually impaired, indicate whether
instruction in Braille will be provided, and if not, why? If the student will
not be using Braille he/she may use large print text or other modified input.
4.
Deaf or Hard of Hearing: If the student is
deaf or hard of hearing, consider the studentÕs language and communication
needs, opportunities for direct communications with peers and professional
personnel in the studentÕs language and communication mode, academic level, and
full range of needs including opportunities for direct instruction in the studentÕs
language and communication mode. If the student is not deaf or hard of hearing,
indicate ŅN/AÓ.
5.
English Learner: Is the student is an English Learner?
Specify yes or no. If yes, specify how the studentÕs level of English
proficiency, related to the IEP, will be addressed, including instructional
strategies that will be used to support the studentÕs acquisition of English.
Also specify who will provide English language development services and in what
setting they will be provided. If the student is functioning at the
intermediate level (see CELDT scores) in English, the student will most likely
receive services (SDAEI) in an English language mainstream (ELM) setting via
the regular classroom. If the student has not reached the intermediate level of
proficiency on CELDT in all areas, they will require specialized English
instruction (SEI). Best practice is to provide intense, English language
development services individually or in a small group with peers functioning at
a similar level in English for 30+ minutes daily. These services can be
provided by EL staff, in a special education setting by special educators, or
in a collaborative setting where special educators team with EL staff.
6.
Behavior: Does the studentÕs behavior impede
learning? Check yes or no. If yes, describe how the behavior impedes learning.
Specify positive behavior interventions, strategies, and supports to address
the behaviors. Check if there is a Behavior Support Plan or Behavior
Intervention Plan and attach a copy. If there is a behavior goal check the box
to indicate a goal is in the IEP.
Check which type of plan is attached.
7.
Areas of Need: Indicate areas of educational need that
have been identified by the IEP Team based on assessments and present levels of
academic achievement and functional performance and/or special factors. For
every identified area of need there must a goal.