September 2010 This info in Spanish | Esta información en español IDEA requires that students with disabilities take part in state or districtwide assessments. These are tests that are periodically given to all students to measure achievement. It is one way that schools determine how well and how much students are learning. This page will tell you how students with disabilities participate in this type of testing. Here's a quick … [Read more...]
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September 2010This info in Spanish | Esta información en español This short article addresses the component of the IEP we’ll call “service delivery.” The language at §300.320(a)(7) states the IEP must include:(7) The projected date for the beginning of the services and modifications described in paragraph (a)(4) of this section, and the anticipated frequency, location, and duration of those services and modifications.This is where the details … [Read more...]
Transition Planning
September 2010This info in Spanish | Esta información en español Transition planning is a gigantic topic and a very important one for youth with disabilities, their families, and IEP teams. NICHCY has devoted an entire section of its website to the subject, including articles written expressly for students themselves, school personnel, and parents.Here, in this article, however, we'll keep it short and focused on what IDEA requires in the IEP for … [Read more...]
Age of Majority
September 2010 This info in Spanish | Esta información en español Finally, we come to the last of the IEP components—the transfer of rights at age of majority. This component is only needed in the IEPs of some students, as you'll see. IDEA's exact words What does age of majority mean? What IDEA requires How is the student informed? Back to top IDEA's Exact Words The relevant IEP-related provision within IDEA requires … [Read more...]
When the IEP Team Meets
September 2010This info in Spanish | Esta información en españolIEP teams are made up of individuals who bring different perspectives and expertise to the table. Pooling their knowledge, team members set out to craft an individualized response to a specific child’s needs, taking into account that same child’s strengths and talents. The end product is the child's individualized education program.There's a lot of information shared at IEP meetings, … [Read more...]
The Short-and-Sweet IEP Overview
Revised March 2013 In Spanish | En español An Individualized Education Program (IEP) is a written statement of the educational program designed to meet a child's individual needs. Every child who receives special education services must have an IEP. That's why the process of developing this vital document is of great interest and importance to educators, administrators, and families alike. Here's a crash course on the IEP. What's … [Read more...]
Module 13: Content of the IEP
by Theresa Rebhorn and Lisa Küpper NICHCY | National Dissemination Center for Children with Disabilities December 2007 **Este módulo está disponible en español: El Contenido del IEP Module 13 looks in detail at the information that must be included in the IEP of every child with a disability receiving special education and related services under IDEA. This is critical knowledge for families and school personnel to have! The module is available … [Read more...]
All About the IEP
by Elaine Mulligan Think you know all you need to know about your child’s IEP – or that her teacher does? Maybe not! Too often we fall into the bad habit of “trusting the process” without making sure that we understand the process. School districts develop forms, checklists, and procedures and we don’t always feel comfortable asking why we’re doing what we’re doing. Why does it matter? The IEP should identify your child’s strengths … [Read more...]
Present levels of functional performance & functional goals in IEPs
A great resource from Wrightslaw, explaining this crucial part of a student's IEP within the context of IDEA 2004. (posted May 3, 2012)http://www.wrightslaw.com/howey/iep.functional.perf.htm … [Read more...]
