IDEA and IEP Process

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Grand Canyon University *

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Sociology

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Jan 9, 2024

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IDEA and IEP Process Susan Rosser Grand Canyon University SPD: 200 Scott Reisbord 17 December 2023

The Individuals with Disabilities Education Act (IDEA) is a national special education law that ensures students with disabilities have access to Free Appropriate Public Education (FAPE). IDEA protects the rights of students with disabilities and ensures they are provided with tailored support and receive a quality education without bias of their abilities. IDEA is designed to govern how states provide early intervention, special education services, and other related support services to students between the ages of 3 and 21 years of age. (About, n.d) FAPE dissected represents the key responsibility of public schools and agencies for students with disabilities. Free is defined as, without charge to the student and parents or guardian of the student. Appropriate evaluation means the student must receive an evaluation before being provided special education services. Evaluations may be requested by the parent or school with parental consent. IDEA states once parental consent is confirmed the school has 60 days to initiate an evaluation. Therefore, the school is legally required to provide proper special education and support based on the student's individual needs based on the outcome of all required evaluations. An evaluation of the student's general health, vision and hearing, academic performance, and social and emotional standing will determine their need for support services such as speech therapy, occupational therapy, physical therapy, and behavioral support, and establish an Individual Education Plan (IEP). (about, n.d) Another principle of IDEA is students should have access to a least restrictive environment (LRE) meaning, students with disabilities should have access to the same classrooms as students without disabilities. These procedural safeguards protect the rights of students with disabilities and their families. The collaboration of the members of the Individualized Education Program (IEP) team is significant in ensuring the success and effectiveness of an IEP. A student’s personalized plan guarantees the students' unique needs are being addressed and tailors to their abilities. An IEP

team needs to include the parent or guardian of the student, general education teacher, special education teacher, representative of the school district, school administrator, and any others with special expertise related to the student or their needs. The parent and the student provide valuable insight into interests, strengths, weaknesses, and aspired goals. The presence of a parent, general education teacher, special education teacher, and a representative of the school district is required; meanwhile, the student and others with special expertise may attend at their discretion. The Council for Exceptional Children (CEC) sets standards to ensure children are being challenged with expectations of the highest status. Educators are therefore held to high expectations of professional competence and integrity. In return, educators can build professional relationships with the families to ensure the most appropriate outcome and establish an effective IEP. An Individualized Education Program (IEP) is declared as a written legal document developed to ensure the needs of public school students with disabilities. The Individuals with Disabilities Education Act (IDEA) demonstrates the IEP process and protects the rights of students with disabilities. Before the IEP meeting, the child’s needs must be identified through a comprehensive evaluation and testing. Parents should be notified in writing of the proposed meeting and all the needed information can be relayed. During the meeting, the results of the evaluation must be discussed, and a determination must be made if the student is eligible for special education services. Next, an IEP can be developed including the following: a measurable annual goal, determining how the goal will be measured, and a specification of which special education services the student will receive. Finally, parental consent must be given for the IEP to begin being implemented by law. Following the IEP collaboration, the school is responsible for implementing the IEP, monitoring the student's progress, and reviewing or revising the IEP at

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least annually. IDEA provides safeguards to protect the rights of the student and parents if the school fails to follow these procedures. Educators must follow the IEP process according to the established standards to avoid due process or potential legal disputes. An individualized Education Program (IEP) is a binding legal document that outlines a plan for students with disabilities to receive special education services. The major components of an IEP include the Present Levels of Performance (PLAAEP) statement, a standard for planning an IEP, and the student's progress. A measurable and achievable goal for the student to accomplish within the year. An outline of specific special education services the student will receive to accomplish the goal. An active plan to ensure the student has access to the least restrictive environment meaning they have access to a classroom or learning environment including their nondisabled peers. The plan must specify when and where the services will be provided. Lastly, a measurement of progress towards set goals. It is important to ensure the ethical responsibility of the school to develop an IEP with the student's success in mind and encourage their autonomy by providing them with appropriate education. It is key to ensure all state and district policies are followed in implementing/developing an IEP, documentation, and confidentiality. A school can ensure the educational development and medical services for students with disabilities by upholding these responsibilities. The “FIEP: A Facilitated IEP Meeting,” demonstrates a successful collaboration between an effective and organized IEP team. As a new educator, it's important to value the input from others and take notes. Preparing yourself ahead of time with reports etc. can help you contribute effectively to the discussion. The video demonstrated the students' best interests being discussed and taken into account while developing the IEP. All members of the IEP team communicated clearly and documentation needs to be accurately recorded for future reference and to share IEP

members that were not present for the meeting. In conclusion, an IEP is a revolving plan that can adapt and change according to the student’s needs.

References About idea . Individuals with Disabilities Education Act. (2023, November 30). https://sites.ed.gov/idea/about-idea/#IDEA-Purpose Arnold, L. (2016, February 21). Individual education plan (IEP) . California Special Education Law & Advocacy. https://www.californiaspecialedlaw.com/individual-education-plan-iep/ Name, C. (n.d.). What are the six components of idea? . Your Child’s Rights: 6 Principles of IDEA. https://www.askresource.org/resources/six-principles-of-idea

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