Educational Support Team for Students with Exceptionalities
Students with exceptionalities thrive best when supported by a multidisciplinary educational team that collaborates to develop and implement effective Individualized Education Programs (IEPs). According to the Individuals with Disabilities Education Act (IDEA, 2004), the required members of an IEP team include the student’s parent or guardian, at least one general education teacher, at least one special education teacher, a representative of the public agency (LEA), and an individual who can interpret evaluation results. When appropriate, the student may also be included. Additional professionals such as school psychologists, speech-language pathologists, occupational or physical therapists, counselors, and behavior specialists may also participate to address specific student needs (Yell et al., 2021). Community liaisons, paraprofessionals, and social workers may also serve as valuable stakeholders in ensuring a whole-child approach to education. This collaborative model ensures that every team member contributes to a plan that is legally compliant, culturally responsive, and tailored to student strengths and challenges (Council for Exceptional Children [CEC], 2021).
These professional organizations and legal resources provide valuable insight and expectations for support personnel working with students with exceptionalities:
Council for Exceptional Children (CEC) – Provides standards for special education professionals and guidance for IEP team collaboration.
National Association of Special Education Teachers (NASET) – Offers articles, webinars, and tools focused on roles within the IEP team and interdisciplinary collaboration.
National Association for the Education of Young Children (NAEYC) – Focuses on early intervention, developmental support, and family involvement in early childhood.
High-Leverage Practices (HLPs) by CEC & CEEDAR Center – Evidence-based practices specifically designed for inclusive and collaborative special education.
Family Educational Rights and Privacy Act (FERPA) – Federal law ensuring student privacy, especially relevant during IEP development and service delivery.
REFERENCES:
Council for Exceptional Children. (2021). Ethical principles and professional practice standards.
https://exceptionalchildren.org/standards/ethical-principles-and-professional-practice-standards
Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).
https://sites.ed.gov/idea/about-idea/
Yell, M. L., Meadows, N. B., Drasgow, E., & Shriner, J. G. (2021). Evidence-based practices for educating students with emotional and behavioral disorders. Pearson Education.