500 wordsplease include apa style H u m a n i t i e s

500 wordsplease include apa style H u m a n i t i e s

Write an evaluation of your intervention

For this assignment Please use the information from the intervention assignment to answers the following: Do not copy and paste write in your own words

Write an evaluation of your intervention.

1.Include specific implications for educational practice in light of your project.

2. Explore recommendations for further study based on what you were unable to learn in your intervention.

3. Draw conclusions to summarize your project.

Length: 500 words

Please include APA style with citations

Please use the information from the intervention assignment to create a discussion post. Do not copy and paste write in your own words .

Intervention assignment below :


Learners comprise of people with different natures, which makes them have different learning skills and speeds. The students with normal learning mechanisms and speeds have an advantage over those with learning disabilities or those that require special care to learn effectively. Students who require special education comprise of those learners that are diagnosed with disabilities such as learning disabilities, hearing impairment, emotional disturbances, or autism that limit them acquiring education normally as others do. These students, during their pursuit of education, are faced with numerous challenges such as inability to access learning material, ineffective participation within class activities, unsupportive learning environment and peers, and inconclusive curriculum. The introduction of the act for individuals with disabilities was aimed at offering support to individuals with disabilities, it allowed for free access to public education and the inclusion of such learners within the educational system. The change brought numerous challenges to the teachers who are not well equipped to handle special learners making them face challenges in handling mixed classes and delivering quality education equally to all ( Debbag, 2017). Therefore, it is imperative to come up with an intervention plan that accommodates the challenges for learning by the special needs education, review the overall functions and gauge its effectiveness from institutions that have implemented the intervention.

Individualized Education Programs (IEPs)

Special education students have a right to access quality and beneficial education that will offer them good learning outcomes and support for their needs. In this regard, the best way to effectively cover these needs is through the use of Individualized Educational Programs (IEPs). The program seeks to offer educational services that are specialized and designed to benefit all types of learners despite the disabilities they possess. Also, the increased need for accountability led to the invention of the program to enable more focus on academic achievement, improvement of grades, and adjustment of the assessment techniques. Students with special educational needs require a learning technique that offers them an opportunity to learn more about being independent and incorporates teaching mechanisms that they can relate to and understand (Lee & Rispoli, 2016). The IEPs offer an educational program that involves modified programs essential for children with special needs. The program involves instructions that are specially designed, specified method of delivering the instructions, and modified criteria for boosting performance to enable the children with special needs to acquire educational progress that is meaningful (Beech, 2012). Also, the program is modified to fit individual needs through the participation of parents and professionals that are aware of the specific child’s prerequisites in the formulation of the program and adjustment of the educational system to accommodate the important needs.

The enrollment and participation in the program require the evaluation of the eligible learners through assessing their specific needs and the capabilities they have despite the condition. The information collected is then used in structuring an effective learning program that fits into the available abilities and complements the shortcomings brought about by the condition (Cortiella, & Burnette, 2008). The status of the learner after the evaluation is used as a basis for setting up learning and intervention goals contingent on the current necessities of the pupil. The IEPs use the goals set up as a means of measuring the progress of the individuals so as to gauge the effectiveness of the plan and adjust the faulty strategies set up. Also, the program includes various accommodations, modifications of the current procedures, the services requires for the children, and academic instructions required for the specific child. All these strategies are modified according to the individual needs depending on the evaluation process results that have inclusive information on the disability and the effects they have on the learning process of the specific child (Lee & Rispoli, 2016). Similarly, parental involvement in the child’s education is upheld through their participation in the program from the initial point of diagnosis, through the process of determination for the need of the special program to the scope of services to be issued to the child.

Components of the Individualized Education Program

The federal law that is involved with individuals with Disabilities set up clear guidelines of the components that must be present within the program for the effective handling of such learners. First, there needs to be a clear indication of the present performance of the child within the distressful areas and the skills they currently possess. The IEP also needs to include the goals to be achieved on an annual basis; these goals include both short term and long term goals that the child is required to achieve within the academic year (Beech, 2012). The aim of this step is to create a means of measuring whether the intervention is indicating any progress towards the achievement of the set goal, and once the year passes, other goals are set. Tracking of the student’s progress is also included in the program; each child has a specific measuring technique that is also communicated to their parent to maintain their roles within the education of the children.

Additionally, the services specially recommended for the child are also stipulated in the program with the inclusion of the instructions for the specialized program and the required services to attain good educational outcomes. The program clearly indicates the time for the individualized program, the regularity of the services and areas for their delivery (Beech, 2012). The program also outlines whether the student needs to participate in the mainstream classes, and if appropriate, the program includes the means of participation that do not restrict full participation (Siegel, 2017). Lastly, the program indicates the type of testing techniques that includes the specified accommodations for the child’s assessment and transitional programs that are aimed at improving the independence of the child and preparation for transition to secondary education or job environment. Therefore, the program is inclusive of all the requirements needed for the attainment of good learning outcomes and resources for achieving them.

Reasons for Recommending the Program

All children require a chance to learn and acquire expertise regardless of their abilities or disabilities is the main guiding principle towards the formation of an individualized education plan. The program is essential for solving the low academic expectation among the student with disabilities that is facilitated by the inefficiency of the educational system to accommodate their needs (Lee & Rispoli, 2016). Disability is associated with numerous inefficiencies that make the individuals have low expectations due to the constraints these individuals face within the education system. Learners possess different abilities that attribute to different learning outcomes, a factor that is also manifested within people with disabilities. The intervention is essential since it structures learning strategies and goals depending on the educational capability of the individual learner and the inefficiencies that need to be adjusted (Beech, 2012). Correspondingly, in the pursuit of education, children with disabilities encounter constrain that limit their ability to learn, which is often different depending on the nature of the disability. In this regard, the program is a good intervention strategy since it outlines all the services the individual requires to attain good academic outcomes and creates a plan that accommodates them. Learners with disabilities are required to meet standards similar to those without disabilities to attain entry to college or opportunity to compete with other students. The intervention allows for this through the various program modifications to allow for accommodations that allow the students equal access to information acquisition and an opportunity to demonstrate their skills and knowledge within the scope of their impairment.

The program has a high chance of causing positive change in their education since it involves interventions that include participation of special education and general teachers, therapists, counselors, the children, and parents, which enables the child to attain support from all the available sources. Formulation of the implementation plan for the individualized education for the students involves a collective meeting where the essential personnel for the program takes part in the process and decision making (Siegel, 2017). The students being most aware of the challenges they face and what they aim to achieve are given the upper hand in formulating their learning goals and plans. The other members of the intervention strategy get to understand the magnitude of the disability and the parts they have to play in the intervention to aid the children to acquire good educational outcomes, making it very effective in improving expectations (Lee & Rispoli, 2016). Consequently, this boosts the chances of success for the learner as the program involves collective participation from the comprehensive and competent that ensure the outlined goals are attained.

Additionally, the program is structured well enough to offer the required support needed by the disadvantaged students to enable them to have an equal chance of success as their peers. Some forms of disabilities limit the participation of students with disabilities from actively carrying out instructional activities and assessment; however, the incorporation of the program allows for adjustments to be made within the classrooms to allow for accommodations for such disabilities (Cortiella, & Burnette, 2008). Similarly, the intervention offers modifications of the school curriculum to fit the specific needs of the learners through the inclusion of assistive technological advancements. Also, it is recommended since the program includes the participation of teachers in offering additional support for the students within the collective lessons (Debbag, 2017). Subsequently, the program contains numerous interventions essential for improving learning outcomes and support for students with disabilities, which allows them to acquire education under a normal educational environment.

Effectiveness of the Program

A review of the various institutions that have fully incorporated the IEPs within their curriculum indicates that it brings about significant positive change within the education of learners with disabilities. A research was piloted to gauge the effectiveness of the IEPs among learners with learning disabilities within the Basin School in Saudi Arabia (Ahmed, 2015). The program within the school involved activities such as the building of the portfolios for the students from the relevant sources before enrollment into the program, parental participation, adjustment of the evaluation techniques, and participation of teachers. The results of the study indicated that the program is highly effective in boosting the educational outcomes of the special students (Ahmed, 2015). Also, the students involved in the program reported improved learning outcomes due to the program, their interaction with other students improved from the collective classes, and they acquired confidence in success due to the educational program.

Additionally, the program has indicated success within the Mary Lyon School that has a curriculum that includes strategies that are beneficial for students with disabilities. The school has different schoolchildren with debilities ranging from emotional disturbances and related behavioral disabilities (Cortiella, & Burnette, 2008). The classes are fully integrated with those with special needs acquiring the services they need to acquire equal learning outcomes. Also, the teachers involved in the delivery of services have the necessary training to handle both normal and special learners. The system involved incorporates all the essential components required for successful individualized education for learners with disabilities. An evaluation in the outcomes of the program indicates that the special needs students perform well within their assessment tests, indicating that the program is very effective in improving the academic expectations and provision of the necessary support for the learners to have a bright future (Lee & Rispoli, 2016).


In summary, the intervention for the low academic expectations and poor support for special needs students requires a plan that leads to an improvement of both. The individualized educational programs are the best fit since its main aim is offering specialized services within the education system to benefit all types of learners, especially those with special needs. The program works towards improving the learning environment and teaching techniques to give the learners with disabilities a chance to participate in the education system equally and attain positive outcomes. Similarly, it includes accommodations, modifications of the current procedures, the services required for the children, and academic instructions required for the specific students. The success of the program is evident from the various institutions that have applied it and acquired a positive outcome. Consequently, all schools should endeavor to include this program in their curriculum, and more funds need to be issued to support the program in public institutions.


Ahmed, E. Y. E. (2015). The Effectiveness of Individual Educational plan (IEP) Application among Pupils with Learning Disabilities (PLD) Basin School, Jazan, Saudi Arabia. International Journal of Education and Research, 3(5), 109, 118.

Beech, M. (2012). Developing quality individual educational plans: A guide for instructional personnel and families. (Doctoral dissertation, Univerza v Ljubljani, Pedagoška fakulteta).

Cortiella, C., & Burnette, J. (2008). Challenging change: How schools and districts are improving the performance of special education students. National Center for Learning Disabilities.

Debbag, M. (2017). Opinions of Prospective Classroom Teachers about Their Competence for Individualized Education Program (IEP). Universal Journal of Educational Research, 5(2), 181-185.

Lee, K., & Rispoli, K. (2016). Effects of Individualized Education Programs on Cognitive Outcomes for Children with Disabilities in Head Start Programs. Journal of Social Service Research, 42(4), 1-15.

Siegel, L. M. (2017). The complete IEP guide: How to advocate for your special ed child. Nolo.

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