Let’s Put the I back in IEP by Claire Padmos
“This student has dyslexia. Dyslexia is a difficulty interpreting words and letters, and other symbols, making it difficult to read.”
Transition to another student, sitting and fidgeting on the floor, also visibly frustrated with what he is reading.
“This student has ADHD. This can make it difficult to sit still and pay attention to something for a prolonged period of time without moving around, making it difficult to read.”
Transition to another student, sitting at a table, frustratedly reading.
“This student has a visual motor deficit. This does not make it hard to process auditory information but it does complicate the processing of visual information, making it difficult to read.”
So why is the individualized education plan, or IEP, for all of these students just 30 extra minutes of reading in class every day?
⅕ of US students struggle with a learning and attention disorders, but only 1/16 of students are receiving specialized instruction for their disability, and even fewer receive specialized 504 plans. So let’s make sure they’re truly individualized.
Show the student with dyslexia reading happily from colorful paper, then the student with ADHD reading happily on a yoga ball, then the student with a visual motor deficit reading happily while listening to headphones.
Let’s put the I back in IEP.
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