IDEA and IEP process finish
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Brigham Young University, Idaho *
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Course
SPED200
Subject
Communications
Date
May 7, 2024
Type
docx
Pages
6
Uploaded by ChefTurtle10390 on coursehero.com
Ashley Keele Grand Canyon University SPD-200 Stephanie Marshall
April 28, 2024
Summary of IDEA
Absolutely! The Individuals with Disabilities Education Act (IDEA) is a super important federal
law that guarantees students with disabilities get the education they deserve. It was put in place
in 1990, building on the Education for All Handicapped Children Act of 1975. IDEA makes sure
that eligible kids receive a Free Appropriate Public Education (FAPE) that's customized to their
specific needs. That means students and parents won't have to pay for education services, and
students will have individualized programs that cater to their unique requirements. Parents can
request evaluations, or the school can initiate them. Special education teachers follow
professional practice standards set by organizations like the Council for Exceptional Children
(CEC). These standards help teachers implement IDEA effectively by evaluating students,
placing them in the least restrictive environment, and maintaining strong connections with
families. By following these standards, educators ensure that students with disabilities receive
the support they need to thrive academically and socially. Importance of Collaboration within the IEP Team
Creating a comprehensive Individualized Education Plan (IEP) is a collaborative process that
hinges on the effective teamwork of several key players, each bringing their expertise to the table
to meet the unique needs of a student with a disability. The core of this team typically includes
the student's parents or guardians, who offer invaluable insights into their child's strengths and
challenges, as well as general and special education teachers who provide a clear picture of the
student's academic standing and potential. School administrators or leaders also play a role,
ensuring that the school's resources are aligned with the IEP goals.
The law mandates the presence of certain individuals at IEP meetings, such as a special
education teacher and a representative from the school district who is knowledgeable about the
general curriculum and available resources. This representative is often tasked with making key
decisions about the provision of services for the student. Other specialists, such as speech and
language therapists, occupational therapists, or school psychologists, may also join the team
depending on the student's needs. Their specialized knowledge can help in tailoring the IEP to
address specific areas of development.
The students’ involvement, particularly as they grow older, becomes increasingly important.
They can express their own aspirations and concerns, which can then be incorporated into their
educational plan. This not only empowers the student by giving them a voice in their own
education but also helps the team to focus on the student's future goals and independence.
The collaborative process involves not just planning but also the ongoing review of the student's
progress. The team must meet regularly to ensure that the IEP is being implemented effectively
and to make any necessary adjustments based on the student's development and changing needs.
It's a dynamic process that requires open communication, mutual respect, and a commitment to
the student's success.
The Council for Exceptional Children (CEC) provides a framework of ethical principles and
professional practice standards that guide the IEP team's collaboration. These principles
emphasize the importance of respectful communication, ethical practices, and professional
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