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IDEA and the IEP Process Education Essay Research Paper

Essay Instructions:

These are the directions the teacher assigned:
The Individuals with Disabilities Education Act (IDEA) requires that specific topics be covered in an Individualized Education Program (IEP) meeting. The IEP team consists of general education teachers, special education teachers, a psychologist or counselor, administrators, parents/guardians, speech therapist, occupational therapist, and on occasion, the student and student advocate. Typically, a special education teacher serves as the case manager and is responsible for inviting attendees to the meeting and coordinating the meeting according to policies and regulations. Effective communication, interpersonal skills, problem solving skills, and data-driven decision-making are all prerequisites to facilitating a successful IEP meeting. Often, a school district will provide a checklist for teams to follow when developing and discussing the IEP to help ensure all responsibilities are met.
View "FIEP: A Facilitated IEP Meeting,"
http://www4(dot)esc13(dot)net/fiep/fiep-a-facilitated-iep-meeting/
Paying special attention to the structure and collaborative nature of the meeting, the specific components of the IEP, and ways that the meeting demonstrates adherence to laws and ethical principles that govern special education. Note when viewing this example meeting that the administrator is the facilitator rather than the special education teacher, who would typically lead the meeting.
In a 1,000-1,250 word essay, articulate your knowledge of IDEA and the IEP process. The essay should address the following:
Summarize IDEA. Include discussion of professional practice standards and how these are used to guide the special education teacher in ensuring key components of the law such as free appropriate public education (FAPE), appropriate evaluation, least restrictive environment (LRE), and procedural safeguards are upheld (approximately 250 words).
Explain the importance of collaboration between members of the IEP team. Include discussion about who should be included on the IEP team, how parents and students participate in decision-making, which IEP team members’ attendance is required and which is optional, and how CEC Ethical Principles and Professional Practice Standards guide collaboration and execution of the IEP process (approximately 250 words).
Describe the IEP process. Explain what IDEA indicates must be done before, during, and after an IEP meeting. Include discussion of why executing the IEP process according to the established standards is essential to avoid due process disputes (approximately 250-500 words).
Identify the major components of the IEP and explain why each is important. Discuss the specific legal, ethical, and policy responsibilities related to developing the IEP to ensure it meets the educational, developmental, and medical services requirements for students with disabilities and their families. (approximately 250 words)
Consider what you saw in "FIEP: A Facilitated IEP Meeting" and describe the key takeaways you will consider as a new teacher participating in the IEP process (approximately 100 words).
Support the essay with a minimum of three scholarly resources.

Essay Sample Content Preview:

IDEA, IEP, and collaboration
Your Name
Subject and Section
Professor’s Name
September 30, 2020
Congress first passed the Individuals with Disabilities Education Act (IDEA) in 1975 as a response to both belief and concern, belief in the benefit of providing education to children with disabilities, and concern that schools were not providing adequate instruction to these children. (Lipkin & Okamoto, 2015).
The IDEA installs some critical requirements in the education of children with disabilities, these being:
* Free appropriate public education (FAPE), where states and schools receiving IDEA funding must provide free and appropriate education to children with disabilities aged 3 to 21.
* Identification and evaluation, where states and schools must locate, identify, and evaluate whether children with disabilities are eligible for special education programs, no matter the severity of the disability.
* Individualized education program (IEP), where each child with a disability is entitled to a personalized teaching or education program following his needs. Tangential with this is the regular and continuous assessment conducted by relevant experts, educations, and stakeholders such as the parents of the child to formulate and continuously revise each child's education program with disability in response to his or her needs.
* Least restrictive environment rule, where each child with disabilities is entitled to an education to the maximum extent possible in the least restrictive environment for him or her.
* Due process safeguards, parents and children are given legal procedural safeguards, such as the right to mediation, the right to request a complaint investigation, and a hearing (Lipkin & Okamoto, 2015).
* Parent and student participation. In the formulation of a child's IEP, the parent, and if possible, the students themselves, collaborate with the relevant experts, administrators, and educators for successful and comprehensive delivery of education for children with disability.
The importance of collaboration in the IEP process
As may be evinced from the video, the IEP focus group usually consists of a facilitator, a general education teacher, a special education teacher, a behavior specialist, and the parent. By law, the following parties are mandated to be present in the IEP meeting: (1) the parents, (2) the regular education teacher, (3) the special educator, (4) an expert who can interpret evaluation results, such as a behavior specialist; and (4) representative of the school. Optionally, the IDEA provides that the following individuals may also be included; (1) individuals with knowledge or expertise specifically about the child, (2) representatives from transition service agencies, and (3) the student him/herself, if appropriate.
Conducting the IEP process is crucial to deliver quality education and satisfy the child's individual educational needs with disability. Its original purpose was as a tool for accountability, but it has developed into an instructional and evaluative mechanism (Goodman, 1993). An IEP is used to whittle and narrow down the education and other related services that a child with a disability receives. Being such a critical stage in the formulatio...
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