Transcript Are You Smarter Than a 5th Grader?

The Role of the Educator
in the
IEP Process
A Little History…
The 70’s
1. Public Law 93-112:
Section 504 of the
Rehabilitation Act of
1973
A Little History… The 70’s
2. Public Law 94-142: Education for
All Handicapped Children Act of
1975.
PL 94-142: Education for All
Handicapped Children Act of 1975
Five major components that affect the
classroom and instruction:
A right to a free appropriate public
education (FAPE)
Nondiscriminatory evaluation procedures
Procedural due process
Individualized education programs (IEP’s)
The least restrictive environment (LRE)
Section 504 and IDEA
All Children
Section 504
Eligible
IDEA
Eligible
A Little History… The 90’s
October, 1990 –
PL 94-142 becomes Public Law 101-476:
Individuals with Disabilities Education
Act of 1990
June, 1997 –
Public Law 105-17: Individuals with
Disabilities Education Act Amendments
of 1997
IDEA 1997
The changes are too numerous to identify
individually but were primarily made in
the following three areas:
Strengthening parental participation in
the educational process
Remediation and disciplinary actions
addressing behavior problems at school
and in the classroom
IDEA 1997
Accountability
for student’s
participation and success in the general
education curriculum and mastery of IEP
goals and objectives in the LRE.
IDEA 2004 – The Role of the
Educator in the IEP Process
5 Phases of Involvement
1.
2.
3.
4.
5.
Pre-referral Intervention
Evaluation & Data Collection
IEP Team Meetings
Implementation of IEP
Evaluating & Reporting Student Progress
A student must not be determined to be a
student with a disability if the
determinant factor for that
determination is:
Lack of appropriate instruction in
reading, including the essential
components of reading instruction
Lack of appropriate instruction in math;
Limited English proficiency.
IDEA – The Role of the
Educator in the IEP Process
Phase 3
IEP Development & Team Meetings
“The IEP team for a child with a disability
must include at least one regular education
teacher of the child if the child is or may be
participating in the general education
environment.”
[Sec. 300.344(a)(2)]
IDEA – The Role of the
Educator in the IEP Process
“The regular education teacher of a
child with a disability, as a member of
the IEP team, must, to the extent
appropriate, participate in the
development, review, and revision of
the child’s IEP.” [Sec. 300.346(d)]
IDEA – The Role of the
Educator in the IEP Process
What does that mean?
The general education teacher must assist with
the following seven components of the IEP:
Present Level of Academic Achievement and
Functional Performance (PLAAFP)
IEP goals and objectives
IDEA – The Role of the General
Education Teacher
Positive behavioral interventions
Supplemental aids and services
and supports
Defined: Specialized equipment, accommodations,
or services to assist the student to be successful in
the LRE and curricular program (generally the general
education curriculum)
IDEA – The Role of the General
Education Teacher
Program
Modifications
- Classroom management
- Teaching strategies
- Instructional accommodations
Program(s) and Services based upon LRE & FAPE
State
and District Assessments
IDEA – The Role of the General
Education Teacher
How do we determine the
least restrictive environment?
 What
factors must be considered?
Determining LRE – With Use of
Supplemental Aids and Services
Each public agency shall ensure:
“That to the maximum extent appropriate,
children with disabilities, including children in
public or private institutions or other care
facilities, are educated with children who are
nonhandicapped;
Determining LRE – With Use of
Supplemental Aids and Services
and that special classes, separate schooling or
other removal of children with disabilities
from the regular educational environment
occurs only if the nature or severity of the
disability is such that education in regular
classes with the use of supplemental aids and
services cannot be achieved satisfactorily.
[Sec. 300.550]
Determining LRE – With Use of
Supplemental Aids and Services
Three factors to consider in placement:
1) Must be individually determined
2) Cannot be based solely on factors such as
the category of disability, significance of
the disability, availability of services or
space configurations.
Determining LRE – With Use of
Supplemental Aids and Services
3) Regulations prohibit denying placement
in an age appropriate regular education
classroom solely because the student
requires curriculum modifications.
What’s My Role at an IEPT Meeting?
General
Educator
Special Educator
Educator
Administrator
In summary,
The reality is that no individual
can or should assume full
responsibility for a
student’s success.
Teachers, parents, administrators,
related services personnel, counselors,
students, and the general
school community must accept
the shared responsibility to
provide equal educational
opportunities to all students,
regardless of their ability
levels and individual needs.