IDEA Issues

	TEACHERS

IDEA Issues

§300.344 IEP team

(a) General. The public agency shall ensure that the IEP team for each child with a disability includes—

(1) The parents of the child;

(2) At least one regular education teacher of the child (if the child is, or may be, participating in the regular education environment);

(3) At least one special education teacher of the child, or if appropriate, at least one special education provider of the child;

(4) A representative of the public agency who -

(i) Is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities;

(ii) Is knowledgeable about the general curriculum; and

(iii) Is knowledgeable about the availability of resources of the public agency;

(5) An individual who can interpret the instructional implications of evaluation results, who may be a member of the team described in paragraphs (a)(2) through (6) of this section;

(6) At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and

(7) If appropriate, the child.

§300.347 Content of IEP

(a) General. The IEP for each child with a disability must include—

(1) A statement of the child's present levels of educational performance, including -

(i) How the child's disability affects the child's involvement and progress in the general curriculum (i.e., the same curriculum as for nondisabled children); or

(ii) For preschool children, as appropriate, how the disability affects the child's participation in appropriate activities;

(2) A statement of measurable annual goals, including benchmarks or short-term objectives, related to -

(i) Meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum (i.e., the same curriculum as for nondisabled children), or for preschool children, as appropriate, to participate in appropriate activities; and

(ii) Meeting each of the child's other educational needs that result from the child's disability;

(3) 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, and a statement of the program modifications or supports for school personnel that will be provided for the child—

(i) To advance appropriately toward attaining the annual goals;

(ii) To be involved and progress in the general curriculum in accordance with paragraph (a)(1) of this section and to participate in extracurricular and other nonacademic activities; and

(iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section.

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IEP Team


	Under the IDEA, certain people must be part of the IEP team. It is important to note that there doesn't have to be a different person for every role. Often, one person can carry more than one responsibility on the team. The team should include: the legal parent the legal parent school administrator general education teacher special education teacher evaluation personnel the child (if transition services are to be discussed)

IEP Content


	By law, the IEP must include certain information about the child and the educational program designed to meet his or her unique needs. Every IEP must include: Current performance, including how the child's disability affects his or her involvement and progress in the general curriculum Measurable annual goals broken down into short-term objectives or benchmarks Special education and related services, including supplementary aids and services for the child, as well as program supports for school personnel Participation with nondisabled children must be considered, defined, and specified Participation in state and district-wide tests or, the appropriate equivalent assessment when standardized tests are deemed inappropriate Dates and places of services Transition service needs beginning when the child is age 14 Needed transition services beginning at age 16 Explanation of age of majority Measuring progress