idea 1997 (p.l. 105-17)
DESCRIPTION
By Catherine Gentzke [email protected] For Social Foundations of Education Edts Hybrid Program Nazareth College School of Education Instructor Sandra Mancuso November 25, 2008TRANSCRIPT
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 [email protected]