Individualized Education Plan
This Individualized Education Plan (IEP) webpage demonstrates my knowledge of U.S. public school educational protocols (C1), like an IEP, that ultimately influences the interpreting services and professional interactions I take part in within the school (C6).
School Interpreting Series (SIS) Standards
SIS Competency 1
Analyze educational laws, state regulations, and school protocols that influence U.S. public educational systems and structures, ultimately impacting deaf and hard of hearing students and the support provided by educational professionals. (Knowledge)
SIS Competency 6
Implement decision-making as a Related Service Provider that is based on educational, professional, and ethical frameworks. (Skill)
This webpage includes a demonstration of my competence within Individualized Education Plan through….[Add introductory paragraph highlighting all the content of this page.]
Individualized Education Plan (IEP)
An IEP is defined as...[explain in your own words.]
[Include an explanation of IEPs' legal / historical foundation, why IEPs are important, how IEPs support the education of DHH students, and their influence on the work of a school interpreter.]
[Include an explanation of the educational team that supports students on IEPs.]
504 Plan
A "504 plan" is defined as...[explain in your own words.]
[Include an explanation of 504s' legal / historical foundation, why 504s are important, how 504s support the education of DHH students, and their influence on the work of a school interpreter.]
[Include an explanation of the educational team that supports students on 504s.]
Key Comparisons of IEPs and 504 Plans
A great resource comparing IEPs with 504 Plans is a chart created by Understood (2023), a nonprofit providing resources and supports to diverse learners. I will highlight my 3 key takeaways when comparing IEPs and 504 Plans.
#1: [Takeaway Title]
[State the takeaway and explain how this takeaway shapes your knowledge and/or service provision as a school interpreter.]
#2: [Takeaway Title]
[State the takeaway and explain how this takeaway shapes your knowledge and/or service provision as a school interpreter.]
#3: [Takeaway Title]
[State the takeaway and explain how this takeaway shapes your knowledge and/or service provision as a school interpreter.]
Overarching Reflection
[Add overarching reflection: Explain what you learn about yourself as both a person and a professional by creating, revising, and compiling the content of this webpage. Where are your strengths and how will these strengths benefit you in your future or current school interpreting work? Where are your shortcoming and how will these shortcomings challenge you in your future or current work? How have you grown in the stated SIS Competencies? Who and what contributed the most to this learning and in what ways? Where do you go from here both in the short- and long-term?
If you have received peer or instructor feedback on this webpage or it's artifacts, summarize the feedback. Explain how the feedback impacts the webpage / artifacts and, ultimately, your possession of the stated SIS Competencies, your journey in school interpreting, and your employability and professional brand as a school interpreter. Outline steps you have taken and/or steps you need to take (and when) to make this a showcase webpage / artifacts.]
Reference
[Add reference list for source citations. Follow APA 7th edition. The Understood article is cited below.]
Understood. (2023). The difference between IEPS and 504 plans. https://www.understood.org/en/articles/the-difference-between-ieps-and-504-plans