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1.8: Conclusion

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    57972

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    The six guiding principles presented in this chapter frame the process of supporting IWD in inclusive settings. Led in partnership with the individual and their family (ideally the student should lead this meeting), instructional teams of individuals with complex support needs should consistently review data at least quarterly to ensure all stakeholders are synergistically heading in a positive direction. Data from Individualized Education Program (IEP) goals should be discussed as well as how the student is engaging in the general-education curriculum. These team meetings should always be guided by an agenda that presents current data and seeks to remove barriers to success for the student. In order for these meetings to be effective, team members should consistently assume the following roles: Recorder (types and distributes meeting minutes), Data Analyst (compiles and presents data of student progress), Time Keeper (ensures topics are addressed in a timely fashion), and Facilitator (keeps the meeting running; ideally the student). An individual student meeting agenda template is provided below (Figure 1.8.1).

    Ch.1 F8.png

    Figure \(\PageIndex{1}\): Individual Student Meeting Template. Ideally to be led by the student at least
    quarterly.

    This page titled 1.8: Conclusion is shared under a CC BY-NC 4.0 license and was authored, remixed, and/or curated by Samuel Sennott, Sheldon Loman, Kristy Lee Park, Luis F. Pérez, Michael J. Kennedy, John Romig, & Wendy J. Rodgers (Portland State University Library) .