MCAST Inclusive Education: Developing and Implementing MAPS & IEPs

This assignment delves into the significance of Individualized Education Programs (IEPs) and Making Action Plans (MAPS) within student communities, analyzing case studies and proposing strategies for successful implementation. It covers relevant adaptations for students with disabilities, such as Lisa, emphasizing the rationale behind these adaptations and setting long-term goals. The assignment also addresses the role of Learning Support Educators (LSEs) in IEP transitions, the necessity of student observation before IEP implementation, and the importance of observational information in the IEP process. Furthermore, it explores self-evaluation techniques for IEP implementation, including self-assessment reports, segregation of strengths and weaknesses, and planning of learning activities. The conclusion underscores the necessity of MAPS and IEPs in educational institutions to support student well-being and overcome educational hurdles. This assignment is based on the MCAST Inclusive Education course.

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Developing and Implementing MAPS and IEPS
A study on welfare programs for students

Developing and Implementing MAPS and IEPS
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Contents
Introduction................................................................................................................................1
Part 1: Knowledge and Understanding......................................................................................2
Rationale behind adaptations:.................................................................................................3
b) Long-term goal for Lisa:.................................................................................................4
c) Methods to implement IEP:............................................................................................4
Part 2: Application and Analysis................................................................................................5
a) Advance plans of LSE for IEP:.......................................................................................5
b) Necessity for student’s observation before IEP:.............................................................5
c) Observational information being a part of the IEP process:...........................................6
Part 3: Synthesis and Evaluation................................................................................................7
Conclusion..................................................................................................................................8
References..................................................................................................................................8

Developing and Implementing MAPS and IEPS
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Introduction
The purpose of writing this assignment is to understand the importance of IEPS and
MAPS among the student communities and the steps taken to develop and implement them.
For this purpose, the given case studies in the assignment are analyzed and ideas are given
out for the successful implementation of IEPS and MAPS. MAPS are the short form of
Making Actions Plans, which means formulating plans for the future welfare of the students.
MAPS consist of the set of actions used to help families, students, and professionals to get
into a quality educational program (Park and Seo, 2018). It was founded by Marsha Forest in
1989. Under MAPS, plans are discussed for an IEP transition depending on the student’s
strengths and weakness.
IEP (Individualized Educational Programs) is defined as a document that offers
special educational services to the students and the children in the school. The IEP programs
offer its services, especially to the students who lack the learning skills and these people are
apt for applying for the IEP programs (Farley, 2014). Therefore, the entire assignment talks
about how MAPS processes are carried out along with the transition from MAP to IEP by
over-viewing the given case studies.
Part 1: Knowledge and Understanding
a) Relevant Adaptations:
As per the case study, Lisa was a student who is physically impaired and unable to write
with her right arm. While she was undergoing her course on the business level 2, she was
unable to produce the reference letter as recommended by her teacher. Therefore, some
adaptations could be undergone to achieve her study goals in the future.

Developing and Implementing MAPS and IEPS
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Adaptations in academics are defined as the set of modifications that can be indulged in
the educational institutions that could suit the student’s learning skills and help him/her to
reach the objectives of education. As Lisa was depicted as a student who could visualize the
contents during her lecture lessons, some of the adaptations that would prove appropriate for
her to be smart in the classrooms are listed below:
 Introduction of video lessons by the lecturers rather than using a white board and a
chalk piece.
 Attractive power point presentations that could make the students to have a quick
glance over the entire content.
 Making the theories and chapters more concise and simple by breaking down the
complex terms.
 Paying more attention to mentally unstable students for acquiring high grades in their
examinations.
 Conduction of continuous developmental activities and motivational programs to
overcome the mental disability (Hart and Brehm, 2013).
Rationale behind adaptations:
An adaptation can occur in the form of a change or restricting the entire curricular
activities in the schools and colleges. These modifications are done, obviously based on the
needs and the interests of the students. As the case study depicts a physically impaired
student who is capable of taking pictures of lecture notes, therefore, the above-mentioned
adaptations will suit her listening and learning skills and help her to face the upcoming
assessments without fear.
As per her MAPS and IEP reports, she is a self-determined person apart from her
physical challenges. However, at some circumstances, she falls into the wells of emotional

Developing and Implementing MAPS and IEPS
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instability that can be overcome through the adaptations like presentation of video lectures,
and permitting of mobile phones to save the photographic images of the professor’s lectures.
b) Long-term goal for Lisa:
As Lisa is a physically challenged student, the long-term goal that is suitable for her is to
teach her as a lecturer who could organize smart classrooms for her fellow students. As per
the IEP reports, Lisa is a self-determined person and by planning actions for this goal will
mold her to be a self-enthusiastic person.
Ways to achieve the goals:
a) Conduction of training and developmental activities that encourages being
pessimistic.
b) Allowing conducting seminars and presentations before public meetings and
conferences.
c) Anticipation of being indulged in extra-curricular and other gaming activities.
c) Methods to implement the IEP:
a) In the initial stages, gather accurate information of the students’ report of MAP.
b) Form communities and a team of members who offer helping hands for the
implementation of the IEP.
c) Partitioning of the whole group into different teams to carry out several functions that
result in the implementation of the IEP.
d) Monitor of the teamwork (Landmark and Zhang, 2019).

Developing and Implementing MAPS and IEPS
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Part 2: Application and Analysis
a) Advance plans of LSE for IEP:
A learning support educator is a person who makes plans for the IEP transition. Before
entering into the actual practice, he/she should be noticed of the necessary elements
mentioned below:
a) Evaluation of current competency and learning skills of the candidate.
b) Collection of day-to-day reports on his/her academic performance.
c) Giving instructions to the practitioners who offer training to the mentally disabled
students (Kelley, Bartholomew & Test, 2011).
d) Appointment of the monitoring bodies within the educational campus to monitor the
work done by the trainers while training the mentally challenged students.
b) Necessity for student’s observation before IEP:
It is necessary for the LSE to observe the current performances of the students before
jumping into the IEP. Observation and assessment of the student should be done before the
IEP transition in order to make arrangements for the training programs that would suit to
overcome the challenges faced by a specific student.
The observation of the student is necessary because:
a) Prior observations help the educators to appoint trainers to train the mentally
challenged persons.
b) Appointment of the mentors who could train the lecturers.
c) Scheduling classes for students that may not disturb the timings of the normal classes.
d) Observation of the student’s present grasping levels so that the future classes can be
conducted which adapts to his current learning skills (Soares, 2010).

Developing and Implementing MAPS and IEPS
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e) Planning for the level of teaching to improve the mental stability of the student.
c) Observational information being a part of the IEP process:
The information gathered from the whole observation of the student helps the educators
to formulate plans and recommendations for carrying out a successful IEP transition. The
observational information is sent to a set of practitioners who are the professors, lecturers, or
teachers working in the educational organizations. These people forms the IEP teams and
they indulge in collaborative work for an IEP transition (Johns, Crowley and Guetzloe,
2017). After the collection of the information, they are transferred to those IEP teams.
Call for an IEP meeting:
The IEP participants are the lecturers, parents, and the trainers. After the complete
observation of the existing learning capabilities of the students, the mental disability of the
students is rectified. An IEP meeting is done to ensure that the educational services offered to
the physically and the mentally impaired students are of a beneficial one and help them to
overcome their obstacles in education in the future. At the IEP meeting, discussions will be
made on the new teaching skills that would be suitable for the mentally disabled student,
Andrew as mentioned in the case study. The team meeting is conducted so that all
participants are aware of reaching the goal of implication of adaptive behavioral skills in
Andrew.
The current MAP reports and the academic performance of Andrew are carefully
examined by all the IEP team members to offer the best training service to Andrew.
Figuring out the functionalities:
With the aid of the observational information, the educators design on functional
operations to be carried out by each and every member of the IEP team to support Andrew.

Developing and Implementing MAPS and IEPS
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Notice to parents and practitioners:
The reports of Andrew are sent to his parents for asking permission for his son to
undergo the training practices. In a similar way, a letter of notice is sent to the associated
partners and the lecturers who are appointed to train Andrew along with his academic reports
and the eligibility sheets for the IEP (Sukhwal and Kaushik, 2010).
Part 3: Synthesis and Evaluation
Self-evaluation is the process of assessing the student’s skills and abilities to plan for a
proper IEP transition. In this assignment, three self-evaluation techniques are used to explain
the methods for implementing the IEP.
1) Creation of self-assessment reports:
The best way to observe the student is to frame a document on self-assessment, which
examines the student’s skills on several stages like learning, listening, creativity, grasping
power, thinking ability, decision-making, logical reasoning, and so on.
2) Segregation of strength and weak factors:
After the documentation of student’s reports, the next step is to pick out the good
from bad. These include the separation of positive factors from the negative ones of the
students. By doing so, the educators and the members of the IEP will have a clear-cut idea
in formulating the future training practices for students.
3) Planning of learning activities:
At this stage, the heads of the IEP teams decide on the type of the training activities to
be ensured to the physically and mentally impaired students. In this stage, the trainers

Developing and Implementing MAPS and IEPS
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and practitioners play a major role in deciding the training practices that would be
suitable for different students belonging to different skill set.
Conclusion
The whole assignment concludes that MAP and IEP transitions are necessary to be
included in every educational institution for the future welfare of the students. It sticks on to
the well-being of the students and supporting them to overcome the hurdles while pursuing
their graduation or high school.

Developing and Implementing MAPS and IEPS
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References
Farley, R. (2014). In The Classroom: The IEP Meeting: Preparation, Professionalism,
Performance. OT Practice.
Hart, J. and Brehm, J. (2013). Promoting Self-Determination. TEACHING Exceptional
Children, 45(5), pp.40-48.
Johns, B., Crowley, E. and Guetzloe, E. (2017). Planning the IEP for Students With
Emotional and Behavioural Disorders. Focus on Exceptional Children, 34(9).
Landmark, L. and Zhang, D. (2019). Self-determination at a Career and Technical School:
Observations of IEP Meetings. Advances in Neurodevelopment Disorders.
Kelley, K., Bartholomew, A., & Test, D. (2011). Effects of the Self-Directed IEP Delivered
Using Computer-Assisted Instruction on Student Participation in Educational Planning
Meetings. Remedial And Special Education, 34(2), 67-77.
Park, Y. and Seo, H. (2018). Realities and Support Needs on IEP Practices of Special
Education Teachers. Journal of special education : theory and practice, 19(3), pp.115-
140.
Soares, N. (2010). The IEP: Paediatricians as Educational Advocates. Pediatric News, 44(5),
p.22.
Sukhwal, P. and Kaushik, V. (2010). Efficacy of Self-Developed Environmental Information
Empowerment Package (IEP) in Transferring Knowledge to Farm Families. Journal of
Human Ecology, 30(1), pp.71-73.