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Writing Your Iep

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Writing Your IEP

1. You'll need several sheets of clean paper, and a pencil or pen. (If you like using a computer, that's fine, too. So is a tape recorder! You can also have a friend take notes for you.)

2. Start by describing your disability.

What is your disability called?

 How does your disability affect you in school and at home? (For example, what things in school are harder because of your disability?)

 What do you think is important for others to know about your disability?

 If your aren't sure what to say, think about what the students on the tape had to say. How did they describe their disabilities?

3. Look at your old IEP goal and objectives. Do you think you have met those goals and objectives? (This means you can do the things listed there.) Put a check next to the goals and objectives you have met.

4. What goals or objectives have you not met? Write these down on paper. They may be important to include in your new IEP.

5. What are your strengths and needs in each class or subject? Make a list. This can be hard to do. Here are some suggestions to help you:

 Start with clean sheets of paper. Title one sheet "Strengths" and another sheet "Needs."

 Ask yourself the questions between the lines below (called Ask yourself). These can help you think about your Strengths and Needs. Write your ideas down on your "Strengths" and "Needs" worksheets.

Hints: If you're not sure how to answer a question, look at the examples given. Also, think about what the students on the tape had to say. How did they describe their strengths and needs? What accommodations did they ask for? What did they say they needed to work on in school?

6. Show your old IEP to your parents and your teachers. Do they think you have met these goals? What gals haven't you met? Add their ideas to the list that you started in Step 4 above.

7. Ask your teacher what they believe your strengths and needs are in each class or subject. Write their ideas down.

8. Develop new goals and objectives for this year, using the list of strenghts and need you and your parents and teacher developed.

9. Describe the accommodations you may need in each class to meet these new goals and objectives. (See: the list of accommodations.)

10. Think about your plans for the future what you'll do after you've finished high school. Talk with your parents and teacher about what you should be doing this year to get ready.

This is called transition planning.

11. Work with your parents and teachers to write a draft IEP document that includes all the information above. Make a copy for yourself to take to the IEP meeting. Make copies for everyone else who will be at the meeting

Ask YourselfÐ'...

 What classes do you take? (Make a List)

 Which is your best class?

 What can you do well in this class?

These are your strengths. (Example: read, write, listen, work in-groups, works alone, draws, do your homeworkÐ'....)

 What helps you do well?

These can also be your strengths. (Examples: Your interest in the subject, your memory, patience, determination, effort, the help of others (what, specifically?), the way the teacher presents new informationÐ'...)

 What class is hardest for your?

 What's the hardest part of this class for you?

These are the areas you need to work on during the school year. (Examples: Paying attention, reading the book, listening staying in the seat, remembering new information, doing homework, doing work in groupsÐ'...)

What accommodations would help you do better in this class?

Look at the list of accommodations presented below labeled "List of Accommodations." Write down the ones you think would help you in this hard class.

 What do you need to



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