Special Education In Class Resource Teacher: Woodbridge High School
Contact me: marlon.noyan@wtsdnj.com
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New Jersey Special Education Process
IEP Process Steps
Referral for special education evaluation.
Evaluating child's eligibility for special education services.
Scheduling the IEP Meeting.
Developing the initial IEP.
Providing special education and related services.
Monitoring the child's progress.
Reviewing the child's IEP and performing reevaluation as needed.
The cornerstone of the IDEA is the entitlement of each eligible child with a disability to a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet the child’s unique needs and that prepare the child for further education, employment, and independent living. 20 U.S.C. §1400(d)(1)(A). Under the IDEA, the primary vehicle for providing FAPE is through an appropriately developed IEP that is based on the individual needs of the child.
An IEP must take into account a child’s present levels of academic achievement and functional performance, and the impact of that child’s disability on his or her involvement and progress in the general education curriculum. IEP goals must be aligned with grade-level content standards for all children with disabilities. The child’s IEP must be developed, reviewed, and revised in accordance with the requirements outlined in the IDEA in 34 CFR 300.320 through §300.324.
An Individualized Education Program (IEP) is a written statement of the educational program designed to meet a child’s individual needs. Every child who receives special education services must have an IEP. That’s why the process of developing this vital document is of great interest and importance to educators, administrators, and families alike. Here’s a crash course on the IEP.
The IEP has two general purposes:
to set reasonable learning goals for a child, and
to state the services that the school district will provide for the child.
The IEP is developed by a team of individuals that includes key school staff and the child’s parents. The team meets, reviews the assessment information available about the child, and designs an educational program to address the child’s educational needs that result from his or her disability.
An IEP meeting must be held within 30 calendar days after it is determined, through a full and individual evaluation, that a child has one of the disabilities listed in IDEA and needs special education and related services. A child’s IEP must also be reviewed at least annually thereafter to determine whether the annual goals are being achieved and must be revised as appropriate.
Each child’s IEP must contain specific information, as listed within IDEA, our nation’s special education law. This includes (but is not limited to):
— the child’s present levels of academic achievement and functional performance, describing how the child is currently doing in school and how the child’s disability affects his or her involvement and progress in the general curriculum
— annual goals for the child, meaning what parents and the school team think he or she can reasonably accomplish in a year
— the special education and related services to be provided to the child, including supplementary aids and services (such as a communication device) and changes to the program or supports for school personnel
— how much of the school day the child will be educated separately from nondisabled children or not participate in extracurricular or other nonacademic activities such as lunch or clubs
— how (and if) the child is to participate in state and district-wide assessments, including what modifications to tests the child needs
— when services and modifications will begin, how often they will be provided, where they will be provided, and how long they will last
— how school personnel will measure the child’s progress toward the annual goals.
Yes, they certainly can be! IDEA actually requires that the student be invited to any IEP meeting where transition services will be discussed. These are services designed to help the student plan for his or her transition to adulthood and life after high school.