1
SPD-200
IDEA and the IEP Process
The Individuals with Disabilities Education Act (IDEA) was enacted by the Federal
Government to make sure that all children that have disabilities are provided with equal
educational opportunities, independent living, and economic self-sufficiency. The amendment of
the law was to reduce problems in education that are associated with not enough focuson those
with special needs and low expectations in teaching methods and tools. Professional practice
standards are used as aguide forspecial education teachers to implementIDEA. The standards
help maintain a high level of integrity, professional competence.The practicing of professional
judgment in order tobenefit people with disabilities is more important than anything. (Lipkin &
Okamato, 2015).Professional standards promote inclusive and meaningful participation of people
with disabilities in their communities and schools. The standards help teachers and families
develop relationships with respect.They also help in actively involving people with disabilities
and their families in making decisions regarding education. The standards stop teachers from
engaging in any practice which may result in the harm of individuals with disabilities (Lipkin &
Okamoto, 2015).
When the IEP team works together, it helps with building consensus. Each memberof the
team workshard to contribute and the implement the individual education program. Working
together can help all team members understand their roles and timeline to reach their goals.
People who should be involved in creating the IEP are as follows: parents, special education
teacher, general education teacher and a member of the school administration team (Yell,
, 2
Collins, et al., 2020). Parents are important members of the IEP team because they are able to
provide important information about their child’s strengths and weaknesses. They can also
choose an advocate to help with the IEP meetings as well.Once they reach high school, students
will be given the opportunity to advocate for themselves Teachers are an important part of the
IEP meetings. They can share information about the curriculum in the regular classroom and any
strategies to help the student with behavior issues (Yell, Collins, et al., 2020). The school
administrator has the knowledge of special needs services and is an important part of the IEP
meeting because of their knowledge.
An IEP is a written statement of the educational plan tart us created to meet the learning
needs of a student with special needs (Harmon. 2020). Members of the IEP go over the student’s
needs and design and educational plan based on those needs.The team starts by discussing the
child’s learning needs (Yell, Collins, et al., 2020). The first that happens is that the IEP team
evaluates the students results. They also discuss the child’s strengths and needs. The IEP team
will discuss what type of IEP components will work for the child. They will also discus the
child’s behavior if it interferes with their learning, coming up with strategies to help with their
behavior. Before the meeting closes, the members need to review and evaluate what has and has
not worked for the student. In doing so, they will be able to share the information at future IEP
meetings and document the student’s progress. It is important that each member of the team be
given a copy of the IEP plan.
The IEP has many different parts that work together to help children with special needs
achieve their learning and behavior goals. Some of the major components of the IEP are as
follows: skill levels, progress tracking, participation in mainstream classroom and special
education services. The current skill level of the student is especially important because it shows
SPD-200
IDEA and the IEP Process
The Individuals with Disabilities Education Act (IDEA) was enacted by the Federal
Government to make sure that all children that have disabilities are provided with equal
educational opportunities, independent living, and economic self-sufficiency. The amendment of
the law was to reduce problems in education that are associated with not enough focuson those
with special needs and low expectations in teaching methods and tools. Professional practice
standards are used as aguide forspecial education teachers to implementIDEA. The standards
help maintain a high level of integrity, professional competence.The practicing of professional
judgment in order tobenefit people with disabilities is more important than anything. (Lipkin &
Okamato, 2015).Professional standards promote inclusive and meaningful participation of people
with disabilities in their communities and schools. The standards help teachers and families
develop relationships with respect.They also help in actively involving people with disabilities
and their families in making decisions regarding education. The standards stop teachers from
engaging in any practice which may result in the harm of individuals with disabilities (Lipkin &
Okamoto, 2015).
When the IEP team works together, it helps with building consensus. Each memberof the
team workshard to contribute and the implement the individual education program. Working
together can help all team members understand their roles and timeline to reach their goals.
People who should be involved in creating the IEP are as follows: parents, special education
teacher, general education teacher and a member of the school administration team (Yell,
, 2
Collins, et al., 2020). Parents are important members of the IEP team because they are able to
provide important information about their child’s strengths and weaknesses. They can also
choose an advocate to help with the IEP meetings as well.Once they reach high school, students
will be given the opportunity to advocate for themselves Teachers are an important part of the
IEP meetings. They can share information about the curriculum in the regular classroom and any
strategies to help the student with behavior issues (Yell, Collins, et al., 2020). The school
administrator has the knowledge of special needs services and is an important part of the IEP
meeting because of their knowledge.
An IEP is a written statement of the educational plan tart us created to meet the learning
needs of a student with special needs (Harmon. 2020). Members of the IEP go over the student’s
needs and design and educational plan based on those needs.The team starts by discussing the
child’s learning needs (Yell, Collins, et al., 2020). The first that happens is that the IEP team
evaluates the students results. They also discuss the child’s strengths and needs. The IEP team
will discuss what type of IEP components will work for the child. They will also discus the
child’s behavior if it interferes with their learning, coming up with strategies to help with their
behavior. Before the meeting closes, the members need to review and evaluate what has and has
not worked for the student. In doing so, they will be able to share the information at future IEP
meetings and document the student’s progress. It is important that each member of the team be
given a copy of the IEP plan.
The IEP has many different parts that work together to help children with special needs
achieve their learning and behavior goals. Some of the major components of the IEP are as
follows: skill levels, progress tracking, participation in mainstream classroom and special
education services. The current skill level of the student is especially important because it shows
