Developing an Individualized Plan

Reflect on the types of plans presented in this lesson and the best practices for writing individualized plans for the online environment.

Review and compare the two sample individualized student plans provided below. Both sample plans are written for the same student. Keeping in mind the best practices discussed in this lesson, consider the strengths and weaknesses of each plan and decide which you find to be the preferred option for the online environment.

In my opinion, the individualized student plan B is better suited for the online environment.  Although both 504 Plans are written to fit into the instruction delivered through an online platform, only Plan B stipulates how the supports outlined in the student’s individualized plan must be implemented in order to ensure that the student will have the appropriate level of assistance throughout the course.

Compared to Plan A, Plan B has numerous strengths that make it the best choice for the online environment.  First of all, Plan B provides an annual review date, whereas Plan A will be revisited only once every three years.  There are significant changes in the student’s situation that could happen over a span of three years.  Setting an annual review date guarantees that the student’s progress and the effectiveness of the supports provided by the plan will be monitored and adjusted periodically.

In the section relating to the nature of the disability, Plan B goes into the extent of describing not only the disability per se, but also how this disability has an impact on the student’s academic performance.  In contrast to Plan A, Plan B offers an insight into student’s intrinsic motivation, strengths, and challenges, and how they are all connected to the student’s documented disability.  Any of her teachers having access to this type of information will be better equipped to support her educational journey.

Regarding the list of specific accommodations to be implemented, Plan A lacks a detailed description in which each one of the accommodations must be carried out effectively.  In accommodations such as extended time on timed assessments and assignments, it is essential to provide specific time guidelines so that this accommodation can be implemented consistently.  Plan B does this by specifying the amount of extended time for timed assessments and assignments.

While Plan A lists an accommodation with little relevance in the online environment, preferential seating, Plan B includes additional accommodations that are key to student’s success in the online classroom.  These accommodations detail communication methods and how to utilize course design features as built-in accommodations and as differentiated instructional tools.

Finally, in the section outlining responsibilities, both plans cover the responsibilities of the student and the parent, being Plan B the most specific plan detailing how these responsibilities should be carried out.  However, one weakness that both plans share is that the responsibilities of the school staff are barely mentioned: “The Special Needs Consultant is responsible for informing all persons of their responsibilities for the implementation of this 504 Plan.”  In my view, just as the student and the parent’s responsibilities were detailed, the responsibilities of all the student’s teachers should be included in the plan.