Procedural safeguards Services that may be provided to a child with a disability Specially designed instruction Related services Program modificat

Acceptance/Amendments of an IEP

An initial IEP must be accepted and signed by a parent or guardian before any of the outlined services may begin. However, parents/guardians need not sign any paper work when it is initially proposed. Formerly, they had 30 calendar days to take the paper work home for their consideration. Recent changes have instituted the 11th day rule. The I.E.P must be signed or appealed after 10 days, or the school can implement the most recent version.

The IEP is never set in stone; any member of the team may call a meeting at any time to edit the IEP.

Procedural safeguards

School personnel have an obligation to provide parents with a Procedural Safeguards Notice, which must include an explanation of all of the procedural safeguards built into IDEA. In addition, the information must be in understandable language and in the native language of the parent. A copy of the Procedural Safeguards Notice must be presented at the IEP meeting. Parents must sign that they were given a copy. Schools must give parents a copy of the child's IEP at no cost to the parent. (20 U.S.C. 1414(d)(1)(B)(i).

An extensive system of conflict resolution procedures are set out in the statutory provisions, 20 USC 1415 They include, the right to examine records, advance notification of intent to change the educational program, the right to engage in mediation, and a right to an impartial due process hearing.

Services that may be provided to a child with a disability

• Specially designed instruction
• Related services
• Program modifications
• Classroom accommodations
• Supplementary aids and services

Specially designed instruction

Specially designed instruction affects the instructional content, method of instructional delivery, and the performance methods and criteria that are necessary to assist the student make meaningful educational progress. This instruction is designed by or with an appropriately credentialled special education teacher or related service provider.

For some students, teachers may need to present information through the use of manipulatives. For other students, teachers may need to select and teach only important key concepts and then alter evaluation activities and criteria to match this content change.

The IEP team should determine whether a specific type of instruction should be included in a student’s IEP. Generally, if the methodology is an essential part of what is required to meet the individualized needs of the student, the methodology should be included. For instance, if a student has a learning disability and has not learned to read using traditional methods, then another method may be required. When including such an IEP recommendation, the Team should describe the components of the appropriate type of methodology as opposed to naming a specific program.

Related services

If the child needs additional services in order to access or benefit from special education, schools are to provide the services as related services.

Services specified in IDEA include, but are not limited to, speech therapy, occupational or physical therapy, interpreters, medical services (such as a nurse to perform procedures the child needs during the day, for example, catheterization), orientation and mobility services, parent counseling and training to help parents support the implementation of their childs IEP, psychological or counseling services, recreation services, rehabilitation, social work services, and transportation.

Program modifications

• Modifications to the content of the program
• Lowered success criteria for academic success
• Increased emphasis on daily living skills and decrease
• Alternative state assessments, such as off-grade level assessments

Classroom accommodations

Some of a student's educational needs may be met using accommodations. Accommodations are typically provided by general educators within the general education environment. Accommodations do not involve modifying the material content but do allow students to receive information or to demonstrate what they have learned in ways that work around their disabilities.

Accommodations may include such provisions as preferential seating, providing photocopies of teacher notes, giving oral rather than written quizzes, alternative or modified assignments, extended time for tests and assignments, use of a word processor or laptop, and taking tests in a quiet room.

The IEP team must reflect on the affect the disability(ies) has on educational progress and then identify accommodations, if any are needed, for the student to make effective progress.

Supplementary aids and services

• Assistive technology
• Teacher's aide in classroom that provide additional support for one or more specific students

Notes

1. ^ 20 U.S.C. §1400(d)(1) A)
2. ^ Ibid
3. ^ 20 U.S.C. 1412(a)(11))

References

• Kamens, M. W. (2004). Learning to write IEPs: A personalized, reflective approach for preservice teachers. Intervention in School and Clinic, 40(2), 76-80.
• Katsiyannis, A., & Maag, J. W. (2001). Educational methodologies: Legal and practical considerations. Preventing School Failure, 46(1), 31-36.
• Lewis, A. C. (2005). The old, new IDEA. The Education Digest, 70(5), 68-70.
• Patterson, K. (2005). What classroom teachers need to know about IDEA '97. Kappa Delta Pi Record, 41(2), 62-67.
• Weishaar, M. K. (2001). The regular educator's role in the individual education plan process. The Clearing House, 75(2), 96-98.
• Ormrod, Jeanne Ellis. Educational Psychology: Developing Learners (fifth . Pearson, Merrill Prentice Hall, 2006.