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INDIVIDUALIZED
EDUCATION PROGRAM
Overview
All children receiving special education services
must have an Individualized Education Program (IEP). The IEP is
a legal document, developed by the IEP team, that describes the
child’s needs and how the district will provide special education
services that will meet those needs.
If the IEP team the participants in the IEP meeting determines
that a child meets eligibility criteria for one of the disabilities
described in the Individuals
with Disabilities Education Act (IDEA) and requires special
education services, the team develops an Individualized Education
Program.
The IEP is considered an educational plan that:
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Describes the child’s
skills and areas of need. |
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Outlines the plan of
specially-designed instruction to address those skills and
maximize skills. |
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Identifies educational
goals to focus on during the year. |
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Lists the services to
be provided to the student. |
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Identifies the appropriate
educational placement. |
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The referral process typically begins with a discussion
between a teacher and the student’s parent or guardian. This may
include an instructional study team meeting, which may result
in a referral for special education.
Once developed, the IEP is reviewed each year, and may be reviewed
more often if parents or teachers request it. The student’s IEP
must be accessible to all staff responsible for its implementation,
including general education teachers, special education teachers
and related service providers. Teachers and providers are to be
informed of their specific responsibilities in implementing the
child’s IEP, including specific accommodations, modifications
and supports.
Referrals & Evaluations
When a student experiences educational difficulty,
s/he may be brought to the attention of the school site’s Instructional
Study Team (previously called the Student Study Team), composed
of school staff and other professionals knowledgeable about the
student. The parent/guardian is invited to attend this meeting,
where concerns about the student’s progress are reviewed and modifications/accommodations
are identified for implementation in the classroom. If, after
a time period, limited or no progress is noted, the student may
be referred for Special Education. Concerned parents are encouraged
to conference with the teacher and may also refer their child
for special education. Once
a child has been referred, the parent receives a packet of materials
including a Consent for Assessment form, indicating assessments
to be completed in areas of concern. When the parent signs and
returns it, the case manager ensures that an evaluation is conducted
in a timely manner. The evaluation typically includes a review
of school records and other developmental or medical reports,
observation of the student at school, portfolios, and completion
of formal and/or informal evaluation tools.
Parents who feel their child is having problems learning in school
and suspect they have a disability should bring their concern
to the attention of the child’s teacher or principal.
IEP Meeting & Eligibility
Within 50 days of receiving a parental consent
for assessment, an IEP meeting is convened to share results of
the evaluation. The IEP team must include all of the following:
| Parent(s) |
| The student’s parent(s),
legal guardian, parent surrogate or parent designee. Parents
may appoint a designate. The parent must sign the IEP before
implementation. |
| Special Education teacher |
| At least one special
education teacher, or when appropriate, at least special education
service providers. |
| District administrator
(or designee) |
| A representative from
the district, who is knowledgeable about program options and
availability, curriculum; qualified to supervise provision
of special education services, and able to commit the district’s
resources. Generally, this is the site administrator or principal,
vice-principal or a designee. |
| General education teacher |
| If the student participates
in, or is expected to participate in a general education class,
a general education teacher, knowledgeable about the curriculum
at the student’s grade level, attends the IEP meetings. |
| Assessor |
| Any district staff member
who conducted an assessment or evaluation of the student that
is used to determine the student’s strengths and areas of
needs. May be an educator already included. |
| Student |
| When appropriate, students,
aged 14 and older, must be invited to all IEP meetings when
transition services are discussed. |
| Others |
| Individuals with knowledge
or expertise regarding the student, may include case manager,
interpreter, agency representatives or individuals invited
by parent or district. |
If a student meets the eligibility criteria of
any of the 13 disability areas (as defined by the federal and
state regulations), and is in need of special education in order
to benefit from the educational program, s/he is found eligible
for special education.
The Individuals with Disabilities Education Act has identified
and defined the 13 disability categories. They are:
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Autism |
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Orthopedic Impairment |
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Deaf-Blindness |
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Other Health Impairment |
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Deafness |
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Specific Learning Disability |
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Emotional Disturbance |
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Speech or Language Impairment |
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Hearing Impairment |
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Traumatic Brain Injury |
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Mental Retardation |
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Visual Impairment (including Blindness) |
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Multiple Disabilities |
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Options
for Eligible Students
A continuum of program options for eligible students
include programs and services in a variety of educational environments
ranging from least to most restrictive:
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General education with
Designated Instructional (DIS) Services |
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General education with
Resource Specialist (RSP) Services |
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Designated instructional
and other services (such as language, speech and adapted physical
education) |
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Special day class programs |
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Alternative school settings |
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The
district offers special education and services in accordance with
the Individuals
with Disabilities Education Act (IDEA). Part
B 
of this act describes the process by which individuals between
the ages of three to 21 years are determined to be eligible for
special education services. This is a process that typically begins
with a discussion with a teacher or teachers. Subsequent steps
may include:
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Meeting with school’s
Instructional Study Team |
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Referrals |
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Evaluation |
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Determination of eligibility |
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When
appropriate, students aged 14 and older must be invited to all
IEP meetings when transition services are discussed.
IEP Components
In developing an IEP, all program options are considered,
and the program(s) and/or service(s) considered appropriate to
meet the student’s needs in the least restrictive environment
are offered.
Options within the district include:
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Designated instruction
and service (e.g., speech therapy, mobility) |
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General education with
support of a special educator (e.g., Resource Specialist) |
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Special day class and
special schools |
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Lists the services to
be provided to the student. |
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Determines the appropriate
educational placement. |
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Once the decision has been made and the IEP signed, the student
begins to participate in the program or service as soon as it
is reasonable to do so.
If a student is determined eligible, an Individualized Education
Program (IEP) is developed, and appropriate programs and services
are identified.
An IEP team may be convened when a student with special needs
has a serious discipline issue. Students with special needs are
not exempt from the district’s Student
Discipline Policies.
>>Learn more about suspensions
for students with special needs.
>>Learn more about expulsions
for students with special needs.
Procedural Safeguards
Occasionally there is a disagreement about the
IEP process. If this occurs, parents are encouraged to communicate
their concern immediately to the case manager or principal. IDEA
requires that parents be informed of their due process rights
and expects parents and school districts to make every attempt
to resolve any disagreement at the district level. If that is
not feasible, upon request, SDCS staff can assist parents in exercising
their procedural safeguards. If a parent still feels that the
issue has not been resolved, parents are encouraged to contact
an Ombudsperson, who works with the district.
Related Resources
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