IDEA 1997

P.L. 105-17

The Facts

IEP• Must explain how the child’s disability affects their ability to participate in the general education classroom

• Must list goals, objectives and benchmarks • Must list the following services

– Special education– Related services– Supplementary aids

• IEP team must review annually

IEP Team Members• The following people are required to be present

in order of it to be considered an IEP meeting– The parents– A representative of the local educational agency (LEA)…Typically the principal

– One of the child’s general educators– One of the child’s special education educators

– The child when appropriate• The following are invited to be present so long

as the parent consents– A person to interpret evaluation results– Additional teachers– Supplementary service providers

Evaluations/ Reevaluations

• Must include information about:– Special education– Related services– Strategies for the student with a disability to participate in the general curriculum with nondisabled peers

Assessments

• All children with disabilities must participate in state or district assessments

• Child may have accommodations as decided on upon the the IEP team

Accountability

• States must set performance indicators in order to determine if students with disabilities are being appropriately served

• Performance indicators must address – Drop out rates– Graduation rates– Performance on state and district assessments

Progress Reports

• Must be provided to the parents at least as often as reports are sent to nondisabled peers

Preferred Environment:The Regular Education Environment

• First placement to be considered for a child with a disability must be the general education classroom with accommodations, aids and services

• Training must be provided for educators on how to include students with disabilities in the general education classroom

• Students must be placed in the Least Restrictive Environment as outlined by IDEA

Special Considerations

• The following must be considered when creating an IEP for a child– Behavior– English Proficiency– Visual Impairment or Blindness– Deaf or Hard of Hearing– Assistive Technology– Modifications and Supports– What extent will the child with disabilities participate with non disabled peers?

– Location services will occur– Modifications or accommodations for State and district assessments

References

Parents Engaged in Educational Reform. (1999). IDEA 1997 fact sheet. [Brochure].

Created by

Catherine Gentzkecgentzke@gmail.com