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The IEP Goals and Stakeholder Collaboration

Coursework Instructions:

Early childhood students may have needs in non-academic areas, such as speech, fine or gross motor skills, or mental health. These needs must be addressed in the goals included in the IFSP or IEP document. Explain who is responsible for providing the necessary information to develop these goals and how you will collaborate with all stakeholders regarding these goals. Provide one real-world example to illustrate your response.

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The IEP Goals and Stakeholder Collaboration
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Based on the Supreme Court Decision regarding Endrew F. vs Douglas Co. School District, a school should provide an IEP authentically tailored to empower the student to make holistic advancement feasible anchored on the child’s specifics. Although the IEP goals differ, every child is empowered to achieve challenging objectives (Minnesota Department of Education, 2022). Various stakeholders are responsible for offering information to develop the IEP goals. These include the child (as necessary), regular education teachers, school system representatives, transition services agency representatives, parents, an individual with the capacity to interpret assessment results, special education providers or teachers, and others with special expertise or knowledge concerning the child (U.S. Department of Education, 2019). Parents know their child’s needs and strengths and could offer ideas to improve their education. One of the child’s regular teachers should provide insights into developing the IEP goals. The special education teacher offers critical experience and information about instructing children with disabilities (U.S. Department of Education, 2019). It should be noted that an IEP ...
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