What is an IEP and the components addressed in the IEP?
Sample solution
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
Understanding IEPs
An Individualized Education Program (IEP) is a legally binding document developed for students with disabilities who require specialized instruction and services to succeed in school. The IEP outlines the specific educational goals, accommodations, modifications, and services that will be provided to meet the unique needs of the student. It is a collaborative effort involving educators, parents, specialists, and, when appropriate, the student themselves. The IEP ensures that students receive a free appropriate public education (FAPE) as mandated by the Individuals with Disabilities Education Act (IDEA).
Key Components of an IEP
The IEP includes several critical components that collectively guide the educational process for students with disabilities:
1. Present Levels of Performance:
– This section provides an overview of the student’s current academic and functional performance. It includes assessments and observations that describe how the disability affects the student’s ability to participate in the general education curriculum.
2. Annual Goals:
– The IEP establishes measurable annual goals tailored to the student’s needs. These goals should be specific, achievable, and designed to facilitate the student’s progress in the general curriculum and in areas affected by their disability.
3. Special Education Services:
– This component outlines the specific special education services and supports that will be provided to the student. This may include individualized instruction, speech therapy, occupational therapy, or any other specialized services deemed necessary.
4. Accommodations and Modifications:
– The IEP specifies any accommodations (changes in how a student learns) and modifications (changes in what a student is expected to learn) that will be made to support the student’s educational experience. This can include extended time on tests, different formats for assignments, or changes in classroom seating arrangements.
5. Participation in General Education:
– The IEP must address how much of the school day the student will spend in general education settings versus specialized settings. It should specify any necessary supports or modifications that will allow the student to participate alongside their peers.
6. Assessment Participation:
– This section outlines how the student will participate in state and district-wide assessments, including any accommodations that may be needed during testing.
7. Transition Planning (for older students):
– For students aged 16 and older, the IEP includes transition planning, which focuses on preparing them for life after high school. This involves identifying post-secondary goals, such as further education, vocational training, or employment.
8. Progress Monitoring:
– The IEP details how the student’s progress toward their goals will be measured and reported to parents. This ensures that all stakeholders remain informed about the student’s development and can adjust the IEP as necessary.
Conclusion
In summary, an Individualized Education Program (IEP) is a comprehensive plan designed to meet the unique needs of students with disabilities. By addressing various components such as present levels of performance, annual goals, special education services, accommodations, and transition planning, an IEP aims to provide a structured and supportive educational experience that enables students to thrive academically and socially. Regular reviews and updates ensure that the IEP remains relevant and effective throughout the student’s educational journey.
