SPD 500_ topic 4 Explaining IDEA and the IEP Process
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School
California State University, Sacramento *
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Course
510
Subject
Law
Date
Apr 3, 2024
Type
Pages
8
Uploaded by deandraprocassini15
Assessment Description
As a teacher, you will encounter all kinds of students, including some with exceptionalities who
are legally entitled to receive special education services. Knowledge of the laws that govern
special education is essential in professional practice. The Individuals with Disabilities
Education Act (IDEA) outlines these laws and provides the framework in which teachers must
operate to provide educational services for individuals with disabilities. The ability to share and
articulate these steps to parents/guardians and students is essential to establishing mutual
expectations and ongoing communication that supports the development and achievement of
students with disabilities.
Part 1
Imagine you are a teacher for a student who has been referred for a special education evaluation.
The parent has agreed to the evaluation but is unfamiliar with IDEA and the IEP process and
wants to meet to learn more about these topics.
Create a simple visual that summarizes the 12 key components of IDEA. This visual could be a
1-2 page handout, chart, brochure, etc. and should provide the reader with a clear understanding
of key terms and processes associated with IEPs. Include IDEA citations relevant to each
component.
The visual should address the following .
●
Free Appropriate Public Education (FAPE)
○
Free Appropriate Public Education under Section 504. (n.d.). Retrieved June 18,
2020, from
https://www2.ed.gov/about/offices/list/ocr/docs/edlite-FAPE504.html
■
Free Appropriate Public Education (FAPE) is a legal requirement under
Section 504 of the Rehabilitation Act of 1973. This law ensures that
students with disabilities have access to the same educational
opportunities as their non-disabled peers. FAPE means that students with
disabilities are entitled to receive an education that is appropriate to their
individual needs and that is provided at public expense. Suitable
instruction may involve different types of educational settings, and
students with disabilities should receive accommodations and
modifications to access the curriculum and participate in all school
activities. FAPE is a legal obligation and schools that fail to provide it may
be in violation of federal law and may be subject to legal action.
●
Least Restrictive Environment (LRE)
○
Morin, A. (2020). Least Restrictive Environment (LRE): What You Need to
Know. Retrieved June 18, 2020,from
https://www.understood.org/en/school-learning/special-services/special-education
-basics/least-restrictive-environment-lre-what-you-need-to-know
■
“Least restrictive environment (LRE) means kids who get special
education should be in the same classrooms as other kids as much as
possible.
■
LRE isn’t a place — it’s a principle that guides a child’s education
program.
■
The LRE for each child may look different because kids are unique.When
people think about special education, they sometimes think about separate
classes or schools. But public schools are supposed to have kids who get
special education services learn in the same classrooms as other kids as
much as possible.Unless there’s a strong reason, kids should be in those
general education classrooms. This principle is called LRE, or least
restrictive environment. LRE is an important part of the Individuals with
Disabilities Education Act (IDEA), the U.S. special education law.The
word
environment
makes it sound like a place. But
where
a child learns is
only part of the equation. LRE applies to a student’s entire education
program, including services.A student’s Individualized Education Program
(IEP) describes their special education and related services. The IEP must
also address LRE. And the IEP must explain if and why a student is being
placed outside of a general education classroom.”
■
Least Restrictive Environment (LRE) is a principle that guides a child's
education program under the Individuals with Disabilities Education Act
(IDEA). It means that kids who receive special education services should
learn in the same classrooms as other kids as much as possible. LRE isn't a
place, but a principle that applies to a student's entire education program,
including services. Kids with disabilities should only be placed outside of
a general education classroom if there is a strong reason for it. A student's
Individualized Education Program (IEP) describes their special education
and related services and must also address LRE. It's important to
remember that the LRE for each child may look different because kids are
unique. Understanding LRE can help ensure that kids with disabilities
receive the education they need in the most inclusive environment
possible.
●
Referral Process
○
Special Education Referral Process. (n.d.). Retrieved June 18, 2020, from
http://www.projectidealonline.org/v/special-education-referral-process/
■
The official referral starts the proper procedure of deciding qualification
for a custom curriculum administration. When a referral is given, the
school must acquire assent from the parent(s) or lawful guardian(s) to start
the assessment period of the referral procedure (Special Education
Referral Process, n.d.)
■
The referral process is a critical step in determining a student's eligibility
for special education services. Once a referral is initiated, the school must
obtain the parent or legal guardian's consent to begin the assessment
phase, which involves collecting data and information about the student to
determine if they have a disability that requires special education services.
After the assessment, a meeting will be held to discuss the results and
determine if the student qualifies for services. If eligible, an Individualized
Education Program (IEP) will be developed to outline the services and
accommodations the student needs to succeed. It's essential to initiate the
referral process as soon as possible if concerns arise to ensure the student
receives the necessary support to succeed in school.
●
Evaluation Process
○
Morin, A. (2020). The School Evaluation Process: What to Expect. Retrieved
June 18, 2020, from
https://www.understood.org/en/school-learning/evaluations/evaluation-basics/the-
evaluation-process-what-to-expect
■
On the off chance that an understudy is stepping through a wide range of
exams, the assessment may happen over numerous days. In any case,
everything must be finished inside 60 days of the referral for assessment,
except if your state has executed an alternate course of events (Morin,
2020)
■
The evaluation process is a crucial step in determining if a student has a
disability and needs special education services. The evaluation usually
involves multiple exams and must be completed within 60 days of the
referral, unless the state has a different timeline. During the evaluation, the
school collects data and information through testing, observations, and
interviews with the student, parents, and teachers. After the evaluation is
complete, the school holds a meeting to discuss the results with the parents
and determine if the student qualifies for special education services. If the
student is eligible, an Individualized Education Program (IEP) is
developed to outline the services and accommodations the student requires
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to succeed in school. It is important for parents to participate in the
evaluation process and communicate their concerns.
●
Eligibility Determination
○
Sec. 300.306 Determination of eligibility. (2017). Retrieved June 18, 2020, from
https://sites.ed.gov/idea/regs/b/d/300.306
■
Endless supply of the organization of appraisals and other assessment
gauges A gathering of qualified experts and the parent of the kid decides if
the youngster is a kid with an inability, likewise the open office gives a
duplicate of the assessment report and the documentation of assurance of
qualification at no expense to the parent (Sec. 300.306 Determination of
eligibility, 2017)
■
Eligibility determination is the process of determining if a child meets the
criteria to be considered a child with a disability and is eligible for special
education services. This determination is made by a group of qualified
professionals and the parent of the child, based on the results of
assessments and other evaluation measures. Once the determination is
made, the public agency provides a copy of the evaluation report and
documentation of the eligibility determination to the parent at no cost. The
eligibility determination process is a crucial step in providing appropriate
services and accommodations to students with disabilities in accordance
with the Individuals with Disabilities Education Act (IDEA).
●
IEP Components
○
Guide to the Individualized Education Program. (2019). Retrieved June 18, 2020,
from
https://www2.ed.gov/parents/needs/speced/iepguide/index.html
■
Current performance, annual goals, special education and related services,
participation with nondisabled children, participation in state and
district-wide tests, dates and places, transition/needed service needs, age
of majority, and measuring progress (Guidet o the Individualized
Education Program,2019)
■
The Individualized Education Program (IEP) is a written plan that outlines
the unique educational needs of a child with a disability and the services
and accommodations that will be provided to address those needs. The IEP
includes several components, such as the child's current performance
level, annual goals, special education and related services, participation in
regular classes and activities, participation in state and district-wide
assessments, and the dates and places for implementing the plan.
Additionally, the IEP includes a plan for transition services, such as
preparing for college or employment, and a plan for when the student
reaches the age of majority. Measuring progress is also an important
component of the IEP, as it helps to ensure that the student is receiving
appropriate services and making progress toward their goals.
●
Parent and Student Involvement
○
Stanberry, K. (2019). Playing a Role in the IEP Process. Retrieved June 18, 2020,
from
https://www.understood.org/en/school-learning/special-services/ieps/playing-a-rol
e-in-the-iep-process
■
As a parent, you reserve the privilege to take an interest in the entirety of
your kid's IEP gatherings. Truth be told, the Individuals with Disabilities
Education Act, the government law administering specialized curriculum,
records guardians first on the rundown of required individuals from an
understudy's IEP group (Stanberry, 2019).
■
Parents have the right to participate in all of their child's IEP meetings,
according to the Individuals with Disabilities Education Act (IDEA), the
federal law that governs special education. In fact, parents are listed first
on the required members of a student's IEP team. This means that parents
are entitled to attend all meetings, contribute to the development of their
child's IEP, provide valuable information about their child's strengths and
weaknesses, and ask questions to clarify the process and services being
provided. Students are also encouraged to attend their IEP meetings to
help them understand their own educational goals and to become more
involved in their own education.
●
Quarterly Progress Monitoring
○
Measuring and Reporting Progress. (2018). Retrieved June 18, 2020, from
https://www.parentcenterhub.org/iep-progress
■
Estimating the advancement that a youngster is making toward their
expressed yearly objectives is a fundamental piece of the exceptional
instructive procedure, since it gives the IEP group solid proof with respect
to whether the individualized program as structured by that group is viable
or whether acclimations to administrations or guidance should be made
(Measuring and Reporting Progress, 2018)
■
Quarterly progress monitoring is an essential aspect of the special
education process as it helps the IEP team to measure the progress that a
child is making towards their annual goals. By monitoring the child's
progress regularly, the team can determine whether the current program is
effective or if adjustments need to be made to services or instruction. This
evidence-based approach provides reliable data to ensure that the child is
receiving appropriate instruction and making progress towards their goals.
(Measuring and Reporting Progress, 2018)
●
Annual Review Process
○
Every year, this meeting is held to review how the Annual Review Process is
performing and to determine if it needs to be enhanced. The following year's
requirements are discussed as the student progresses toward his or her objectives.
●
Procedural Safeguards
○
Procedural Safeguards, Parent Notice - Wrightslaw. (2019). Retrieved June 18,
2020, from
https://www.wrightslaw.com/info/safgd.index.httm
■
Procedural protections remember the option to take an interest for all
gatherings, to inspect every single instructive record, and to acquire a free
instructive assessment (IEE) of the youngster (Procedural Safeguards,
2019)
●
Prior Written Notice
○
Lee, A. (2019, January). Prior Written Notice: Your Right to Hear About Changes
to Your Child's IEP.Retrieved June 18, 2020, from
https://www.understood.org/en/school-learning/your-childs-rights/basics-about-ch
ilds-rights/prior-written-notice-your-right-to-hear-about-changes
■
Earlier composed notification is a legitimate right ensured to guardians of
children with IEPs. Earlier composed notification requires the school to
send composed clarifications of any proposed changes in your kid's
instructive arrangement. Earlier composed notification additionally
requires the school to send a composed notification if the school denies a
parent demand (Lee, 2019).
■
Prior written notice is a legal right for parents of children with IEPs,
according to Lee (2019). This requires the school to provide written
explanations of any proposed changes to the child's educational plan, and
written notice if the school denies a parent request.
●
Related Services
○
Morin, A. (2019). Related Services for Kids Who Learn and Think Differently:
What You Need to Know.Retrieved June 18, 2020, from
https://www.understood.org/en/school-learning/special-services/special-education
-basics/related-services-for-kids-with-learning-and-thinking-differences-what-you
-need-to-know
■
Help disabled children by offering additional assistance. Support is also
required in several areas. For instance: services in speech-language
pathology and audiology, interpreting assistance psychiatric assistance.
Early detection and evaluation of problems in children's physical and
occupational therapy recreation, including therapeutic recreation
counseling services, including rehabilitation counseling orientation and
mobility services, medical services for evaluating or diagnosing
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conditions, school nurse services as well as school health services, social
work services in schools provide training and counseling for parents.
■
Related services are additional supports and services provided to children
with disabilities to help them receive a free appropriate public education.
These services may include speech-language pathology, audiology,
interpreting services, psychiatric assistance, physical and occupational
therapy, therapeutic recreation, counseling, orientation and mobility
services, medical services, school nurse and health services, and social
work services. These services are aimed at helping children with
disabilities receive a quality education and reach their full potential. The
provision of related services is required under the Individuals with
Disabilities Education Act (IDEA) for eligible students with disabilities.
Part 2
Using the information from the visual created in Part 1, create a 3-5 minute video to describe the
IEP process to the parent/guardian. Review the “Professional Dispositions of Learners” and the
"Model Code of Ethics for Educators (MCEE))" before completing this assignment and exhibit
professionalism in your speech and appearance.
The video should address the following.
●
Parent/guardian and student involvement in the IEP process
●
Referral
●
Evaluation
●
Eligibility
●
Components of the IEP
●
Expectations for ongoing communication between the teacher, school, and
parent/guardian to support the development and achievement of the student.
●
Discussion of the ethical responsibilities the teacher has as to uphold the integrity of the
profession as part of the IEP process.
○
Hello everyone, My name is Deandra Procassini. I will talk about the Individuals
with Disabilities Education Act (IDEA) today in relation to the Individualized
Education Program (IEP) procedure. Parents, guardians, and children who
actively participate in the IEP process assess and construct the IEP. The purpose
of this is to allow parents to be involved in discussions related to testing and
placement and their involvement in testing. The formal recommendation,
therefore, starts with the right procedure for figuring out how to quantify a special
program for the learner. According to the California Department of Education,
recommendations must address issues with a child's development, learning, and
behavioral challenges. Your home state, the services your kid has or is getting,
the child's full legal name, date of birth, guardians'/parents' names, residences,
contact information, and preferred languages should all be provided. After that,
the kid will be assessed for any potential impairments in all these areas. This
includes social history, an interview about the child's growth and family history,
psycho-educational, a knowledge test, and medical history. The doctor will then
perform a physical examination to gauge your general health and ability to see
and hear. The kid's parents and licensed professionals will then decide what
disability the youngster has. A public organization will give the parents free
copies of the evaluations. The information must be gathered from multiple
sources to ensure the accuracy of the information gathered by public agencies.
The IEP includes several components, such as present levels of perform which
reflects a students current academic and functional persomance based on
objective data from assessment, states of special education needs meaning any
insturctional stargerises a student receives outside of a tycpical classroom
settings. As well as modifications which is changes to the curriculum a students
requires to access and demonstrate learning and function throughout the school
envicorment. Accommodations in an IEP means that there is special supports a
students needs to learn new material, demonstrate learning and function in all
aspects of school life. An open line of communication between the
parents/guardians, the instructors, and the school is essential since it informs the
parents about their child's progress. Participation with kids who do not have
impairments and the ability to participate in district- or state-wide assessments
are further needed. In this way, everyone involved in a child's academic journey
is on the same level regarding the child's progress as a whole.
Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed
video. Ensure that others can access and view your linked video prior to submission.
Support the assignment with a minimum of three scholarly resources.
Submit the visual and link to the video.
While APA format is not required for the body of this assignment, solid academic writing is
expected, and in-text citations and references should be presented using APA documentation
guidelines, which can be found in the APA Style Guide, located in the Student Success enter.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become
familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical
support articles is located in Class Resources if you need assistance.