IEP or Individualized Education Program
An Individualized Education Program (IEP) is created based upon the
recommendations of the IEP team once eligibility is determined. IDEA identifies
the following participants of the IEP team:
The public agency must ensure that the IEP Team for each child with a disability
includes:
• The parents of the child;
• Not less than one regular education teacher of the child (if the child is, or
may be, participating in the regular education environment);
• Not less than one special education teacher of the child, or where
appropriate, not less than one special education provider of the child;
• A representative of the public agency (who has certain specific knowledge and
qualifications);
• An individual who can interpret the instructional implications of evaluation
results and who may also be one of the other listed members;
• At the discretion of the parent or the agency, other individuals who have
knowledge or special expertise regarding the child, including related services
personnel as appropriate; and
• Whenever appropriate, the child with a disability.
In accordance with 34 CFR 300.321(a)(7), the public agency must invite a child
with a disability to attend the child’s IEP Team meeting if a purpose of the
meeting will be the consideration of the postsecondary goals for the child and
the transition services needed to assist the child in reaching those goals under
34 CFR 300.320(b). [34 CFR 300.321(a) and (b)(1)] [20 U.S.C. 1414(d)(1)(B)]
Parents are crucial in the special education process and the language of IDEA
highlights this point. As the above indicates, many students also participate in
their own IEP’s, particularly as they begin to plan transition. This is a very
important way for students to build self-advocacy skills. Families can choose to
bring others to the IEP with them. It’s important, however, to be courteous and
notify the school of additional participants ahead of time. Some
parents/guardians want a friend there for moral support and to take notes. Some
choose to bring another person who knows the student and can contribute to the
information used to develop a plan. Advocates are also sometimes invited by
families to help them in the IEP process. It is at the IEP meeting that the IEP
team decides how to implement the IEP.
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