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• W2485803442 abstract "This paper discusses how the process for IEP documentation was used in a training program for a group of young inexperienced teachers and teaching aides to effectively address the educational needs of children with diverse disabilities. Teachers at Kianh Centre in Vietnam received explicit instructions for writing effective functional individual education plans (IEPs). The authentic evidence-based IEP pro forma presently discussed, and was made culturally appropriate after many reviews and about a year of training. IEPs written on this pro forma were used as operational reference and working documents by both classroom and physical therapy staff for six and four months, respectively. Staff feedback on use of these documents was facilitated through a questionnaire. This paper presents the outcome of how IEP was used as a functional reference to empower staff to work with students with disabilities. Despite the diversity of disabilities of the students at Kianh Centre, all staff who participated agreed that IEPs written on the pro forma empowered them with effective skills to facilitate student learning. EP Documentation for Effective Systematic Facilitation Vietnam, as a country, has just begun to acknowledge the needs of individuals with disabilities. Effective systematic facilitation for individuals with special educational needs is in its infancy. For the general population away from major cities, effective support services, resources and assessments for children with significant intellectual and other disabilities are wanting. As a member of Australian Volunteers for International Development (AVID), I was assigned the position of special education trainer at Kianh Centre. Located in rural central Vietnam, it is operated by a charity funded non-government organisation for children with different disabilities. My task was to train and empower a group of inexperienced teaching staff with skills to meet the educational needs of all students within the centre. Two major outcomes were identified to achieve these goals. Staff must acquire skills that will be operationally functional for facilitating all students at the centre. Skills developed have to be maintained to ensure continuation of effective facilitation over time. This paper discusses how individual education plan (IEP) documentation was developed to establish and maintain the operating educational system at Kianh Centre. Staff feedback on the skills they acquired as a result of using this authentic IEP pro forma is presently discussed. Literature Review Since mid-1970s (Drasgow, Yell, & Robinson, 2001) individual education plan (IEP) has been the foundation document for special needs. It helps integrate students with special needs into identified educational curriculum (Pretti-Frontczak & Bricker, 2000; Gartin & Murdick, 2005; Kurth & Mastergeorge, 2010). As a roadmap (Diliberto & Brewer, 2012) for student development, IEP identifies goals as realistic functional outcomes (Pretti-Frontczak & Bricker 2000; Grisham-Brown, PrettiFrontczak, Hemmeter, & Ridgley, 2002; Twachtman-Cullen & Twachtman-Bassett, 2011). Based on individual’s ability to acquire specified skills (Grisham-Brown & Hemmeter, 1998; Twachtman-Cullen T Armstrong, Armstrong, & Spandaguo, 2011; Twachtman-Cullen, &Twachtman-Bassett, 2011) within the individual’s zone of proximal development." @default.
• W2485803442 created "2016-08-23" @default.
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• W2485803442 date "2015-01-01" @default.
• W2485803442 modified "2023-09-23" @default.
• W2485803442 title "IEP Documentation for Effective Systematic Facilitation." @default.
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