Essential IEP Team Members:
Parents!
They are required to provide consent to disability testing
General Education Teachers
They are privy to most of the classroom peculiarities of the student
Special Education Teachers
Their services are required after a diagnosis
School Counselors
May be required if the student experiences behavioral or emotional needs
Medical Professionals
May be necessary depending on the student's disability
District Representative
Joins the team to ensure that IEPs are being followed and the student is receiving FAPE according to IDEA (2004)
Any other adult who has relevant and necessary information regarding the student's needs
The referral and evaluation process is used to determine if a student qualifies for special education under the Individuals with Disabilities Education Act of 2004. This process starts with a pre-referral, which happens when teachers and parents work towards resolving an academic or behavioral problem (The University of Arizona Global Campus, n.d.). Parents and teachers are the main people involved with the referral process since, at this step, they are still addressing the learning and behavioral needs of the student (Bryant et al., 2014). Next, with parental consent, a proper referral can be made. Once a written request for evaluation is made, the school has fifteen school days to provide parents with rights information and an opportunity to provide consent, forty-five schools days to conduct the evaluation, and thirty school days to review the evaluation and determine eligibility (Disability Rights Texas & The Arc of Texas, 2022).
The evaluation portion of this process starts with a multidisciplinary team evaluating the student in the areas of noted concern (Bryant et al., 2024). Once eligibility is determined, an individualized education plan (IEP) is created, and the student is placed in the least restrictive learning environment (LRE) (The University of Arizona Global Campus, n.d.). General education teachers, special education teachers, parents, and other qualified and necessary personnel help create this plan (The University of Arizona Global Campus, n.d.). After the initial determination, the Admission, Review, and Dismissal committee (ARD) meets once a year to re-evaluate the student’s progress with the current IEP, making any necessary changes to better improve the student’s progress (Disability Rights Texas & The Arc of Texas, 2022). The ARD committee consists of the student’s parent or guardian, a representative of the school district, one special education teacher, one general education teacher, and any other individuals who have appropriate information or knowledge about the student (Disability Rights Texas & The Arc of Texas, 2022). Finally, the student is re-evaluated every three years to determine if there have been any prevalent changes in the needs or services (The University of Arizona Global Campus, n.d.).
Everyone involved in this process is essential. The parents are involved in this process from the very beginning, representing the student and offering insight into the student’s daily life at home (The University of Arizona Global campus, n.d.). The general education teachers are also involved from very early on. They provide subject expertise and insight into students’ classroom performance, while the special education teachers identify accommodations, recommend instructional strategies, and ensure compliance with IDEA (The University of Arizona Global Campus, n.d.). The school district representative joins the team for IEP meetings and review since they have knowledge on the resources available in the district and has the power to allocate them as needed for the student’s IEP (The University of Arizona Global Campus, n.d.). The students themselves are also deeply involved in this process and may be included in the IEP meetings if necessary.
References:
Bryant, D. P., Smith, D. D., & Bryant, B. R. (2024). Teaching in inclusive classrooms (3rd ed.). SAGE Publications.
Disability Rights Texas & The Arc of Texas. (2022). A guide for Texas parents and students on special education rights. https://disabilityrightstx.org/wp-content/uploads/2023/01/IDEA-Manual-A-Guide-for-Texas-Parents-and-Students-on-Special-Education-Rights-1.pdf
The University of Arizona Global Campus. (n.d.). ESE601 IDEA eligibility process. [Interactive]. https://content.bridgepointeducation.com/curriculum/file/c7942255-d360-4c0a-8765-23d3350c0c14/1/ese601_week_02_idea_eligibility_process.zip/story.html