As A Teacher, You Will Encounter All Kinds Of Students Inclu

As A Teacher You Will Encounter All Kinds Of Students Including Some

As a teacher, you will encounter all kinds of students, including some with exceptionalities who are legally entitled to receive special education services. Knowledge of the laws that govern special education is essential in professional practice. The Individuals with Disabilities Education Act (IDEA) outlines these laws and provides the framework in which teachers must operate to provide educational services for individuals with disabilities. The ability to share and articulate these steps to parents/guardians and students is essential to establishing mutual expectations and ongoing communication that supports the development and achievement of students with disabilities.

Paper For Above instruction

The purpose of this document is to provide a clear, accessible overview of the 12 key components of the Individuals with Disabilities Education Act (IDEA) intended for parents and guardians of students undergoing special education evaluations. This visual aid summarizes essential terms, processes, and legal requirements to foster understanding and engagement in the special education process.

1. Free Appropriate Public Education (FAPE)

FAPE guarantees that all students with disabilities receive educational services that meet their individual needs at no cost to families. Under IDEA, schools are required to provide special education and related services so students can make meaningful progress.

Reference: 20 U.S.C. § 1400(c)(1)(A)

2. Least Restrictive Environment (LRE)

LRE mandates that students with disabilities should be educated with their non-disabled peers to the greatest extent appropriate. Placement decisions must balance the child's needs with the benefits of inclusion.

Reference: 20 U.S.C. § 1412(a)(5)

3. Referral Process

The process begins when a concern about a student's learning or behavior leads to a referral for special education evaluation. Formal requests are made to evaluate the student's needs.

Reference: 34 CFR § 300.301

4. Evaluation Process

Evaluation involves a variety of assessments conducted by qualified professionals to determine whether the student has a disability and needs special education services.

Reference: 34 CFR §§ 300.304–300.305

5. Eligibility Determination

After evaluation, a team reviews the assessment data to decide if the student qualifies for special education under IDEA, based on specific disability categories and the impact on education.

Reference: 34 CFR § 300.306

6. IEP Components

The Individualized Education Program (IEP) includes present levels of performance, measurable goals, services to be provided, accommodations, and the extent of participation in regular education. It is a personalized plan for the student.

Reference: 20 U.S.C. § 1414(d)(1)(A)

7. Parent and Student Involvement

Parents and students (when appropriate) participate actively in IEP development and review, ensuring their perspectives and preferences shape educational planning.

Reference: 20 U.S.C. § 1414(d)(1)(B)

8. Quarterly Progress Monitoring

Educators regularly assess and report on student progress toward IEP goals to keep parents informed and facilitate adjustments if necessary.

Reference: 34 CFR § 300.320

9. Annual Review Process

Once a year, the IEP team reviews and updates the plan to reflect student growth, changing needs, and new goals, ensuring continued appropriateness of services.

Reference: 20 U.S.C. § 1414(d)(4)

10. Procedural Safeguards

These are legal protections for parents and students, including the right to notice, confidentiality, and dispute resolution, ensuring fair and transparent processes.

Reference: 34 CFR §§ 300.500–300.537

11. Prior Written Notice

Schools must provide written notification of any proposed or refused actions regarding evaluation, placement, or IEP modifications to parents.

Reference: 34 CFR § 300.503

12. Related Services

These are supportive services such as speech therapy, occupational therapy, and counseling, which assist students in benefiting from their education programs.

Reference: 34 CFR § 300.34

Conclusion

Understanding these 12 components of IDEA empowers parents and guardians to participate actively in their child's educational planning and ensures that students with disabilities receive the necessary supports and services to succeed academically and socially. Schools have a legal and ethical obligation to uphold these elements, fostering inclusive and equitable education for all students.

References

  • Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).
  • United States Department of Education. (2017). A Guide to the Individualized Education Program (IEP) Process. https://sites.ed.gov/idea/parents-and-families/iep-process/
  • Federal Register. (2006). Part B of the IDEA Regulations. 34 CFR Parts 300 and 301.
  • Hallahan, D. P., & Kauffman, J. M. (2017). Exceptional Learners: An Introduction to Special Education. Pearson.
  • Friend, M. (2019). Special Education: Contemporary Perspectives for School Professionals. Pearson.
  • Individuals with Disabilities Education Act (IDEA) Final Regulations, 34 CFR Parts 300 and 301.
  • Yell, M. (2019). The Law and Special Education. Pearson.
  • Vaughn, S., & Schumm, J. (2019). Assessment to Improve Student Learning. Guilford Publications.
  • U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2017). Strategies for Effective Implementation of IDEA. https://osepideasthatwork.org/
  • National Dissemination Center for Children with Disabilities (NICHCY). (2014). IDEA at a Glance. https://www.parentcenterhub.org/idea/

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