Teaching Resource. Teaching Strategies:. Special Education and Needs Resources. IEP Resources. Adaptations and Modifications for Students with Special Needs. Manage My Favorites. If the parents have a limited proficiency in English or are deaf, they may need an interpreter in order to understand and be understood. For meetings regarding the development or review of the IEP, the school must take whatever steps are necessary to ensure that parents understand the meetings--including arranging for an interpreter.
Telling the school in advance allows the school to make arrangements for an interpreter so that parents can participate fully in the meeting. In addition, the child's placement where the IEP will be carried out must be decided. The placement decision is made by a group of people, including the parents and others who know about the child, what the evaluation results mean, and what types of placements are appropriate.
In some states, the IEP team serves as the group making the placement decision. In other states, this decision may be made by another group of people. In all cases, the parents have the right to be members of the group that decides the educational placement of the child. These requirements state that, to the maximum extent appropriate, children with disabilities must be educated with children who do not have disabilities. The law also clearly states that special classes, separate schools, or other removal of children with disabilities from the regular educational environment may occur only if the nature or severity of the child's disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
What type of placements are there? Depending on the needs of the child, his or her IEP may be carried out in the regular class with supplementary aids and services, as needed , in a special class where every student in the class is receiving special education services for some or all of the day , in a special school, at home, in a hospital and institution, or in another setting.
A school system may meet its obligation to ensure that the child has an appropriate placement available by: providing an appropriate program for the child on its own; contracting with another agency to provide an appropriate program; or utilizing some other mechanism or arrangement that is consistent with IDEA for providing or paying for an appropriate program for the child. The placement group will base its decision on the IEP and which placement option is appropriate for the child.
Can the child be educated in the regular classroom, with proper aids and supports? If the child cannot be educated in the regular classroom, even with appropriate aids and supports, then the placement group will talk about other placements for the child. When the IEP has been written, parents must receive a copy at no cost to themselves.
This includes the child's: regular education teacher s ; special education teacher s ; related service provider s for example, speech therapist ; or any other service provider such as a paraprofessional who will be responsible for a part of the child's education.
Each of these individuals needs to know what his or her specific responsibilities are for carrying out the child's IEP. This includes the specific accommodations, modifications, and supports that the child must receive, according to the IEP.
Once the IEP is written, it is time to carry it out-in other words, to provide the student with the special education and related services as listed in the IEP. This includes all supplementary aids and services and program modifications that the IEP team has identified as necessary for the student to advance appropriately toward his or her IEP goals, to be involved in and progress in the general curriculum, and participate in other school activities.
While it is beyond the scope of this guide to discuss in detail the many issues involved in implementing a student's IEP, certain suggestions can be offered. Every individual involved in providing services to the student should know and understand his or her responsibilities for carrying out the IEP.
This will help ensure that the student receives the services that have been planned, including the specific modifications and accommodations the IEP team has identified as necessary.
Teamwork plays an important part in carrying out the IEP. Many professionals are likely to be involved in providing services and supports to the student. Sharing expertise and insights can help make everyone's job a lot easier and can certainly improve results for students with disabilities. Teachers, support staff, and others providing services for children with disabilities may request training and staff development. Communication between home and school is also important.
Parents can share information about what is happening at home and build upon what the child is learning at school. If the child is having difficulty at school, parents may be able to offer insight or help the school explore possible reasons as well as possible solutions.
It is helpful to have someone in charge of coordinating and monitoring the services the student receives. In addition to special education, the student may be receiving any number of related services.
Many people may be involved in delivering those services. Having a person in charge of overseeing that services are being delivered as planned can help ensure that the IEP is being carried out appropriately.
The regular progress reports that the law requires will help parents and schools monitor the child's progress toward his or her annual goals. It is important to know if the child is not making the progress expected-or if he or she has progressed much faster than expected. Together, parents and school personnel can then address the child's needs as those needs become evident. One purpose of this review is to see whether the child is achieving his or her annual goals.
The team must revise the child's individualized education program, if necessary, to address: the child's progress or lack of expected progress toward the annual goals and in the general curriculum; information gathered through any reevaluation of the child; information about the child that the parents share; information about the child that the school shares for example, insights from the teacher based on his or her observation of the child or the child's classwork ; the child's anticipated needs; or other matters.
For example, the child may not be making progress toward his or her IEP goals, and his or her teacher or parents may become concerned. On the other hand, the child may have met most or all of the goals in the IEP, and new ones need to be written. The IEP team must also consider the "special factors," as listed earlier. There are times when parents may not agree with the school's recommendations about their child's education.
Under the law, parents have the right to challenge decisions about their child's eligibility, evaluation, placement, and the services that the school provides to the child. If parents disagree with the school's actions-or refusal to take action-in these matters, they have the right to pursue a number of options.
They may do the following: Try to reach an agreement. Parents can talk with school officials about their concerns and try to reach an agreement.
Sometimes the agreement can be temporary. For example, the parents and school can agree to try a plan of instruction or a placement for a certain period of time and see how the student does. Ask for mediation. During mediation, the parents and school sit down with someone who is not involved in the disagreement and try to reach an agreement. The school may offer mediation, if it is available as an option for resolving disputes prior to due process.
Ask for due process. During a due process hearing, the parents and school personnel appear before an impartial hearing officer and present their sides of the story. The hearing officer decides how to solve the problem. Note: Mediation must be available at least at the time a due process hearing is requested. File a complaint with the state education agency. The agency must resolve the complaint within 60 calendar days.
An extension of that time limit is permitted only if exceptional circumstances exist with respect to the complaint. The U. Every two years OSEP requires that states report progress toward meeting established performance goals that, at a minimum, address the performance of children on assessments, drop-out rates, and graduation rates. Writing effective IEPs is a very important first step in improving educational results for children with disabilities.
The IEP is the cornerstone of special education. Writing and implementing an effective IEP involves many people, many different steps, and collaborative decision making. The information provided in this guide about the IEP has been fairly general. To help you get better acquainted with the various parts of the IEP, a sample IEP form is presented on the next pages.
Remember that IEP forms in your area may require more information that may be of value to the student and those implementing the IEP. The different parts of the sample are paired with direct quotes from the law, so that you can easily see: how the law defines what type of information goes into the various parts of a child's IEP, and how this information goes together to create an educational program for a particular child.
This information can be very useful in developing a fuller understanding of what type of information is important to capture about a child in the IEP. Note: For each student with a disability beginning at age 14 or younger, if appropriate , a statement of the student's transition service needs must be included under the applicable parts of the IEP. The statement must focus on the courses the student needs to take to reach his or her post-school goals.
Special Education and Related Services [ space to write ] Start Date[ space to write ] Location[ space to write ] Frequency[ space to write ] Duration[ space to write ] Supplementary Aids and Services [ space to write ] Start Date[ space to write ] Location[ space to write ] Frequency[ space to write ] Duration[ space to write ] Program Modifications or Supports for School Personnel [ space to write ] Start Date[ space to write ] Location[ space to write ] Frequency[ space to write ] Duration[ space to write ].
In a state that transfers rights to the student at the age of majority, the following information must be included beginning at least one year before the student reaches the age of majority. The student has been informed of the rights under Part B of IDEA, if any, that will transfer to the student on reaching the age of majority. Yes [box to check]. If you would like more information about special education, children with disabilities, the IEP process, or the IDEA, contact your state education agency or your local education agency.
Additional sources of information include the following:. Virgin Islands. At the beginning of each school year, each public agency shall have an IEP in effect for each child with a disability within its jurisdiction. The public agency shall ensure that the IEP team for each child with a disability includes-.
The determination of the knowledge or special expertise of any individual described in paragraph a 6 of this section shall be made by the party parents or public agency who invited the individual to be a member of the IEP. A public agency may designate another public agency member of the IEP team to also serve as the agency representative, if the criteria in paragraph a 4 of this section are satisfied. Each public agency shall take steps to ensure that one or both of the parents of a child with a disability are present at each IEP meeting or are afforded the opportunity to participate, including-.
If neither parent can attend, the public agency shall use other methods to ensure parent participation, including individual or conference telephone calls. A meeting may be conducted without a parent in attendance if the public agency is unable to convince the parents that they should attend.
In this case the public agency must have a record of its attempts to arrange a mutually agreed on time and place, such as-. Examples include math, science, history, and language arts. These are usually voluntary and tend to be more social than academic. They typically involve others of the same age and may be organized and guided by teachers or other school personnel. Examples: yearbook, school newspaper, school sports, school clubs, lunch, recess, band, pep rallies, assemblies, field trips, after-school programs, recreational clubs.
The IEP can be understood as the blueprint, or plan, for the special education experience of a child with a disability across these school environments. This team meets at least once a year and more often, if necessary. A statement of measurable annual goals , including academic and functional goals;. A statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child;. A statement of the program modifications or supports for school personnel that will be provided to enable the child to advance appropriately toward attaining the annual goals; to be involved in and make progress in the general education curriculum and to participate in extracurricular and other nonacademic activities; and to be educated and participate with other children with disabilities and nondisabled children;.
An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in extracurricular and nonacademic activities;. A statement of any i ndividual accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessments;. See what an IEP includes. Explore this handy visual of the anatomy of an IEP.
Individualized instruction and related services , such as occupational therapy. Supports like accommodations and assistive technology. The annual goals set for your child are a key element of the IEP. The IEP gives a target for improvement in the skills your child struggles with. Read on for more information on IEP goals. You can also:. Explore lists of classroom accommodations for kids with learning and thinking differences. Get examples of assistive technology for reading , writing and math.
Find out whether IEPs cover extracurriculars , and if they can include self-advocacy goals. The purpose is to chart how much progress your child is making with the services and supports being provided.
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