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.

 

 

 

[Excerpted from the State SELPA IEP Manual, July 2009. For the 2008-2009 form set.]