What is the primary role of a preschool teacher in developing an IEP for a child with a language impairment?

The primary role of a preschool teacher in developing an Individualized Education Program (IEP) for a child with a language impairment involves describing the child's present level of performance. This is crucial because understanding where the child currently stands in terms of language development helps to inform the strategies and goals set in the IEP.

This aspect of the IEP ensures that the educational plan is tailored to the child’s specific needs. By accurately detailing the child's strengths and areas of difficulty, the teacher sets a foundation for meaningful and measurable goals. It also helps all stakeholders, including parents and specialists, have a clear and shared understanding of the child’s starting point. This understanding is essential for tracking progress over time and for adapting the educational strategies as the child grows and learns.

While creating instructional goals, determining eligibility for special services, and implementing therapy strategies are all important components of the IEP process, they build upon the foundational knowledge gained from a thorough assessment of the child’s present performance. This initial description is essential for ensuring that the rest of the IEP is relevant and appropriate for the child’s needs.