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.
1. Public Law 93-112: Section 504 of the Rehabilitation Act of 1973
2. Public Law 94-142: Education for All Handicapped Children Act of 1975.
Five major components that affect the classroom and instruction:
Section 504 Eligible
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
The changes are too numerous to identify individually but were primarily made in the following three areas:
5 Phases of Involvement
A student must not be determined to be a student with a disability if the determinant factor for that determination is:
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.”
“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)]
What does that mean?
The general education teacher must assist with the following seven components of the IEP:
Defined: Specialized equipment, accommodations, or services to assist the student to be successful in the LRE and curricular program (generally the general education curriculum)
- Classroom management
- Teaching strategies
- Instructional accommodations
How do we determine the
least restrictive environment?
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;
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]
Three factors to consider in placement:
The reality is that no individual
can or should assume full
responsibility for a
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.