| This article discusses the meaning of an
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| | student when he or she reaches the age of
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| IEP.
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| | eligibility.
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| An Individualized Education Program (IEP)
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| | The goal of the IEP is to ensure that
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| is a legally binding written document
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| | every student regardless of ability
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| that is developed for each eligible
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| | levels can achieve. While schools provide
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| student with a disability. This document
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| | all of the resources available to serve
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| is in accordance with the requirements of
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| | the child, oftentimes it is not quite
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| the Individuals with Disabilities
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| | enough. As a result, parents look for
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| Education Act (IDEA). The IEP must be
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| | outside resources to help their child
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| individualized and specific to the needs
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| | achieve their educational goals.
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| of the students. These are the only
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| | Depending on the identified disability, a
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| requirements specified by law. There is
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| | child may be best served with the
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| no formal written IEP document that is
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| | services of a private tutor. Some
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| used nationally.
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| | tutoring companies specialize in
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| In an IEP, the strengths and weaknesses
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| | assisting special needs children. When
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| of the students must be accurately
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| | looking for a tutor for the child,
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| assessed by a qualified authority such as
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| | parents should make sure to ask if the
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| the school's psychologist. Input
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| | tutor is qualified to work with the
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| regarding the student's progress in
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| | special needs child. Special education
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| school is collected from the assessment
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| | teaching credentials and experience is a
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| data, samples and data collected from
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| | great qualifier. Once a qualified tutor
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| special and regular education teachers,
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| | has been selected, it might be helpful to
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| observations from parents,
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| | share the contents of the child's IEP so
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| administrators, and other support
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| | that the tutor may get a better
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| personnel most familiar with the
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| | understanding of the child's strengths
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| student's academic needs. Results of the
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| | and weaknesses. Tutors will use the IEP
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| evaluation will be tabulated by the
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| | as a basis for planning the child's
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| special education teacher and will be
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| | program of study. The tutor should be
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| used to determine specific goals of
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| | willing to conference with the child's
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| mastery for the student. The goals
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| | special education teacher. If the tutor
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| outline in this document must be very
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| | is assisting the child for the duration
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| precise and measurable. These goals
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| | of the school year, it may be a good idea
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| should be stated such as, "The student
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| | to invite the tutor to leave comments
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| will participate in a peer response group
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| | about the child's progress in the
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| at least four out of five times each
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| | tutoring sessions, or a parent can invite
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| week." However, these stated goals must
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| | the tutor to attend the IEP meeting if
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| be agreed upon by the members of the
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| | feasible. Their input will be beneficial
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| team. Active team collaboration would be
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| | in giving a well rounded view of the
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| most beneficial in the construction of
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| | child outside of a traditional classroom
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| the student's academic goals.
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| | setting. Many special needs students
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| There may also be some provisions in the
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| | have benefitted tremendously from the
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| document addressing the specific
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| | services of a private tutor.
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| disability as well as the implementation
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| | Unfortunately, many teachers, despite the
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| of a behavioral intervention plan.
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| | federal guidelines on the keeping the
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| Federal law requires that a behavioral
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| | classroom size small, cannot provide one
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| intervention plan be implemented for all
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| | on one instruction as most of these
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| special education students, and
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| | students need. A private tutor can. A
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| especially for those students who exhibit
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| | little more time and extra reinforcement
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| behavioral problems. Now, there is
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| | can go a long way in helping a special
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| further provision in the document
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| | needs child achieve the goals of the IEP
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| concerning transition services for the
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| | and great success academically.
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