IDEA and the IEP Process 2-Danielle King

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IDEA and the IEP Process Danielle R King Grand Canyon University SPD-200 Dr. B June 11, 2023 1

IDEA and the IEP Process IDEA is an acronym for the Individuals with Disabilities Education Act (Parents Reaching Out, n.d). This act was put in place to be sure that children with disabilities would be given rights, as well as their parents. There are six principals to IDEA that are to be followed to be sure the rights of these children are safeguarded. IEP meetings are just one of the ways that both teachers and parents alike can support the child. With the laws in place that are here to help students, we can make sure that the child has what they need to succeed. One of the laws is knowing that they need to receive free appropriate public education. There are many things a parent is responsible for when tending to a child who needs the extra help. Education shouldn’t be one of the things they worry about. If a child is eligible for special education, one law makes it so that educational services are given without costing the parents anything. This also states that the education must be appropriate for that student. Students who receive special education need an IEP. This type of meeting takes place with the appropriate people, such as the administration, speech therapy, behavioral specialists, and even the parents (Center for Parent Information and resources, n.d.). They take part in these meetings to discuss and adjust a child’s progress and they consider the recent evaluations, the student’s performance at school, and the goals they have, or the student has. This meeting can also help with the LRE, or least restrictive environment. Each child has specific needs, but the first goal is always to keep them with the general education classes. They need to be with their peers as much as possible so they can also learn how to interact with everyone (Mastropieri, M. A., & Scruggs, T. E.,2018). If it is necessary for the child to be in a more segregated classroom, then it is possible to do so, but the goal is to use that option as little as possible. Modifications and support can be given for students to be in the general education classrooms. 2

With all the different people that need to take place in this meeting, collaboration between those members is important. The IEP team can consist of their general education teacher, special education teacher, a psychologist or counselor, school administrators, the students parent or guardian, a speech and occupational therapist, and even sometimes the student. However, the required people are the parents, at least one general education teacher who works with the student, at least one special education teacher or provider, a representative of the public agency, and someone that interprets the results of the evaluation (Parents Reaching Out, n.d). Having specific speech therapists or occupational therapists are a bonus. The child can attend, however that’s not required either. As teachers, we don’t see their behavior at home and parents don’t see their behaviors at school so it’s important to be able to discuss the student and listen to each other to be sure we all have the bigger picture. Parents can offer suggestions if they have information from doctors or other outside sources who aren’t present at the meeting. With the parent participating and giving an overview of what they see at home and then the teachers giving the overview of what they’re seeing in school, they are more equipped to figure out what they can do for the student. Guiding the IEP meetings is the CEC Ethical Principals and Professional Practice. Each standard listed, such as using evidence, instructional data, research and professional knowledge to inform practice, is set in place to help each person on the team do their job. It guides them to continue bettering their knowledge on individuals who need the help and how to implement the things that will help them. IEP stands for Individualized Education Program. This program is responsible for making reasonable goals for the student to obtain and to let people know exactly what accommodations the student will need to be successful in school. It looks at things such as the regular classroom they are in and the activities the student participates in, whether school related or not. Before 3

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anything happens with an IEP though, evaluations to determine eligibility is required. Things like medical evaluations or therapist evaluations can be utilized. A team will gather all evidence and determine whether a child is eligible for services. They do not go based off one single test, there has to be different kinds in order to properly evaluate the child. Once the student is deemed eligible, they get re-evaluated ever 3 years to determine whether they are still eligible. During the IEP meetings, each person involved must bring their own evaluations of the student. The general education teacher would bring notes and grades to support what her observations are, as well as the special education teacher doing it as well. Parents could bring doctors visits and any evaluations from people such as a speech therapist or behavioral therapist. They can even have information from the child’s regular primary care physician. With all this information from all the parties being presented, the team can then discuss what an appropriate plan is for the child’s success for the future. They are there to determine measurable goals for the student, both academically and functionally, and to discuss what progress the student has made in previous set goals. It is important to note that the IEP team should be meeting at least once per year. The student needs to continue to be monitored in order for the IEP team to continue redeveloping the plan, updating the goals, and checking the progress. Making sure to execute the process of the IEP meetings is essential. If anything isn’t followed properly, there could easily be talk of not giving the child what they need to succeed or a discrimination due to the child having a disability. The process helps to protect both the school members and the student. One of the biggest things to have in an IEP is the students current skill level. If we don’t know what the student can currently do then we risk setting goals that are too easy or too hard for them for the future. We also need to have their annual goals written and clear for everyone. Making sure we take that time ensures that everyone is on the same page with what they should 4

be working on with the student. We also need to have a statement of the special education services that the student will be receiving. This helps us so that we can see that if the aide that’s supposed to come in for an hour a day isn’t coming, we can see that we need to contact someone as that is a special service that was determined for that student. We also need to know when services will start. Some things may take a little bit to organize, depending on what the student is needing, so we don’t want anyone under the false impression that services may start as soon as right there on the spot. Letting them know that we need 2 weeks before we can start at least provides clarity. From start to finish, the IEP meeting must remain professional and follow the laws of IDEA. For example, the Council for Exceptional Children (CEC) create the standards and practices to help guide towards the ethics we should have to be able to teach children with disabilities (Council for Exceptional Children, 2015). Utilizing these practices helps us keep within our boundaries. Combining these things helps us to ensure that we are providing the best care we can for the student. It is the law to not only provide free education for disabled children, but also to make sure the content is helping the student progress. We can’t just put something down that will not help the student grow academically and functionally (Iris Center, 2023). As a new teacher looking at this video, I commend the way that the meeting ran. One thing I noticed that really stuck out to me was how well the members of the meeting handled it when the mother was starting to get upset and riled up. Rather than arguing back with her and trying to prove their point, they sat and listened, making sure she felt heard. That kind of thing can really make a difference between a productive and unproductive meeting. Another thing I saw that I will make sure to utilize in the future was the meeting objectives were posted for everyone to see and so was the meetings schedule. On top of it being posted in sight of everyone, it was also given to them so they had it right in front of them. That seemed to really help when things were 5

brought up that weren’t on there and they could write them down in the section they wanted to discuss it. 6

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References Ethical principles and practice standards . Council for Exceptional Children. (2015). https://exceptionalchildren.org/standards/ethical-principles-and-practice-standards IDEA02 6 principles idea - parents reaching out . Parents Reaching Out. (n.d.). https://parentsreachingout.org/wp-content/uploads/2021/04/02-6-Principles-of-IDEA-Part- 1.pdf Mastropieri, M. A., & Scruggs, T. E. (2018). The inclusive classroom: Strategies for effective differentiated instruction (6th ed.). New York: NY: Pearson. ISBN-13: 9780134895024 The IEP Team . Center for Parent Information and Resources. (n.d.). https://www.parentcenterhub.org/iep-team/ What is an IEP? . IRIS Center. (2023). https://iris.peabody.vanderbilt.edu/module/iep01/cresource/q1/p02/#content 7

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