IDEA 1997 P.L 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 Gentzke