ENGAGING LEARNERS WITH DIVERSE NEEDS THROUGH IEP SUPPORTS

BY ANGELA SHAW

Engagement, practice and understanding are universal components that are keys to student learning. However, when a student is identified with a special need that has the potential to impact their ease with attending and planning, their engagement in the learning progression can become a challenge. In this scenario, the mission for the educational team becomes accessibility as a vital learning component of engagement. In special education, this team of experts is called the IEP team, which includes the student's parent(s) or legal guardian, educators and related service providers, and an administrator.

The team's purpose is to create a specialized learning plan, supports and services built upon the student's present levels of performance (PLOP), strengths, and needs. The learning plan, termed an Individualized Education Program (IEP), is intended at its core to provide specialized academic instruction (SAI) tailored to the needs of the student. Since individuality often plays a key role in determining what a person needs in order to thrive and learn, rather than a rigid one-stop shopping list containing accommodations, modifications and presentation, IEP teams should allow for a certain level of flexibility—as this takes into consideration appropriate scaffolds to support the student where the need arises, as well as the distinctive strengths of the student. To be prepared for your vital mission as an IEP team member and ensure a mindful trajectory for student learning and engagement, please read on.

As focus on determining appropriate supports for student engagement, we should first reflect upon the process of just how our brains work when we are learning. The causation pattern needed in order to assure efficient learning for students of all ages and learning styles involves processing information within a small

space in our brains called the working memory. The road to the realm of the working memory is through engagement, but entry within this processing center may be impeded if a student is externally or internally distracted. Teachers strive each day to capture their students’ attention with the goal of boosting engagement, practice and exponential understanding. They have an array of strategies within their tool boxes, as well as a skilled learning community to support this endeavor. However, students identified with special needs may process auditory or visual information differently. They may have difficulties with executive functioning, such as attention and planning. They may have delays in the areas of receptive or expressive language. Such diverse challenges may cause a student to struggle with engagement, due to an unseen barrier. Through the IEP meeting and the resulting IEP document, the identification, acknowledgment and consideration applicable to the learner’s unique learning profile now become readily accessible to educators and parents. This helps implement the mindfully planned scaffolds built into the plan to bolster the student’s access to engagement and learning progression.

In addition to increasing access to the working memory, engaging students in the learning process may help in increasing productivity, enhancing performance and connecting to community. Actively engaging students through guided discussions, structured small group activities, and planned creative play, promote a treasure trove of social, emotional and academic benefits, including the students':