Five+interesting+notes+on+IEP,+cases+studies,+and+the+bell+curve

1. The bell curve is really no different that the way we would use a true curve to grade a class. It accounts for the top, bottom, and everyone in between. Everyone fits on it somewhere. Cognitive ability is substantially heritable between 40% to 80%. This is much higher than I would have thought.

2. I would say the majority of regular Ed teachers are unfamiliar with characteristics of specific students disabilities and most often are reactionary after the students disability has affected learning.

3. Regular Ed teachers incorrectly assume an IEP and differentiated instruction practices/grading, will be very difficult to maintain. The reality is very slight changes in differentiated instruction can have a huge impact on student learning and teachability. Take the fear of not learning and turn it into the challenge of learning. Look for ways to incorporate effort into grading, prioritize and weight grades accordingly, measure improvement, and possibly alter the grading scale used to assign letter grades. 4. ED/ BD IEP's look for positive behavioral interventions. They are not an outline for discipline or an authorization of punishment. It is meant to help the child reach their individualized goals. Failure is failure of the special and regular Ed staff. Grades should never be a measure of inappropriate behavior.

5. Teachers who refuse to implement an IEP can be held personally responsible, being open to civil litigation.

6. Parents who walk out of an IEP meeting are waiving their rights to participate.