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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.

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The role of the educator in the iep process
The Role of the Educatorin theIEP Process


A little history the 70 s
A Little History…The 70’s

1. Public Law 93-112: Section 504 of the Rehabilitation Act of 1973


A little history the 70 s1
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
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
Section 504 and IDEA 1975

All Children

IDEA Eligible

Section 504 Eligible


A little history the 90 s
A Little History… 1975The 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
IDEA 1997 1975

The changes are too numerous to identify individually but were primarily made in the following three areas:

  • Strengthening parental participationin the educational process

  • Remediation and disciplinary actionsaddressing behavior problems at school and in the classroom


Idea 19971
IDEA 1997 1975

  • Accountability for student’s participation and success in the general education curriculumand mastery of IEP goals and objectives in the LRE.


Idea 2004 the role of the educator in the iep process
IDEA 2004 – The Role of the Educator in the IEP Process 1975

5 Phases of Involvement

  • Pre-referral Intervention

  • Evaluation & Data Collection

  • IEP Team Meetings

  • Implementation of IEP

  • Evaluating & Reporting Student Progress


A 1975student 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
IDEA – The Role of the Educator in the IEP Process 1975

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 process1
IDEA – The Role of the Educator in the IEP Process 1975

“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 process2
IDEA – The Role of the Educator in the IEP Process 1975

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
IDEA – The Role of the General Education Teacher 1975

  • Positive behavioral interventions and supports

  • Supplemental aids and services

    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 teacher1
IDEA – The Role of the General Education Teacher 1975

  • 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 teacher2
IDEA – The Role of the General Education Teacher 1975

How do we determine the

least restrictive environment?

  • What factors must be considered?


Determining lre with use of supplemental aids and services
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 services1
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 services2
Determining LRE – With Use of Supplemental Aids and Services

Three factors to consider in placement:

  • Must be individually determined

  • 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 services3
Determining LRE – With Use of Supplemental Aids and Services

  • 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
What’s My Role at an IEPT Meeting? Services

  • General Educator

  • Special Educator

  • Educator

  • Administrator


In summary
In summary, Services

The reality is that no individual

can or should assume full

responsibility for a

student’s success.


Teachers, parents, administrators, Services

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.


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