IEPInfo

Inclusion is a term that is used to describe a regular classroom services for students identified as having special instructional needs.

The Rehabilitation Act of 1973 prohibits the discrimination of handicapped people. This law outlines procedures for providing services to students who have physical or mental impairments.
The Individuals with Disabilities Act (IDEA), requires all states and territories, to provide a public school education to children with disabilities from ages 3 to 21, regardless of how severe their disabilities are. Federal regulations under Section 504 are very similar to those under IDEA.

The Individualized Education Program (IEP) is a legally binding document. It establishes a plan for an individual student who is identified as having one or more of the 13 disabilities defined in IDEA. The document should contain:

The student's disability,
A statement of the student's current level of performance,
Long and short term instructional objectives,
Evaluation procedures, and
A statement of the Least Restrictive Enviornment (LRE) for that student.

The complete IEP process includes indentification and intervention, the Multi-Factored Evaluation, development of the IEP, implementation of the IEP and an annual review.

Step 1. Referral--by parent(s) or teacher (s)

Step 2. Intervention--with a written intervention plan.

Step 3. Develops a plan which includes strategies and intervention in the classroom.

Step 4. A timeline for the intervention needs to be established.

Step 1. Set a meeting with parent(s).

Step 2. Parental permission must be obtained for any testing to occur.

Step 3. Multi-factored Evaluation (MFE) testing can include, but not to be limited to, medical, psychological, communication, and vision/hearing evaluations.

Step 4. Some districts, after the MFE, hold MFE team meetings to review evaluation results and determine eligibility for services.

An IEP meeting will be scheduled at a mutually acceptable place and time.
Maximum amount of time from beginning of MFE testing to IEP development is 120 days. The following people should be included in an IEP meeting:
* parents
*the child's teacher
*A district representative who is able to provide or oversee the delivery of special education services.
*The child, where appropriate
*Additional individuals who may attend are:
--Representatives from the MFE team, if this is an intial evaluation or re-evaluation.
--Appropriate service providers.
--Other individuals chosed by the parent(s) or school district.
*During the IEP meeting team members will:
1. Review evaluation results.
2. Review the current IEP.
3. Determine the area(s) of strengths and needs.
4. Write goals and short term objectives.
5. Determine services needed and the duration of services. (If the student is 16 years old or older, the IEP must include a description of transitional services.)
6. Determine the least restrictive setting in which to deliver the services.
7. Ensure that the student participates to the maximum extent appropriate.
8. Consider the need for extended school year.
9. Review criteria for evaluation and
10. Develop a written plan.