Create A Visual Summarizing The 12 Key Components Of IDEA Wi
Create a visual summarizing the 12 key components of IDEA with citations
Please read the directions carefully. This is due within 28 hours! Must use in-cite references! Imagine you are a teacher for a student who has been referred for a special education evaluation. The parent has agreed to the evaluation but is unfamiliar with IDEA and the IEP process and wants to meet to learn more about these topics.
Create a simple visual that summarizes the 12 key components of IDEA. This visual could be a 1-2-page handout, chart, brochure, etc., and should provide the reader with a clear understanding of key terms and processes associated with IEPs. Include IDEA citations relevant to each component. The visual should address the following:
- Free Appropriate Public Education (FAPE)
- Least Restrictive Environment (LRE)
- Referral Process
- Evaluation Process
- Eligibility Determination
- IEP Components
- Parent and Student Involvement
- Quarterly Progress Monitoring
- Annual Review Process
- Procedural Safeguards
- Prior Written Notice
- Related Services
Support the assignment with a minimum of three scholarly resources. Notes from the Instructor: Imagine you are a teacher for a student who has been referred for a special education evaluation. The parent has agreed to the evaluation but is unfamiliar with IDEA and the IEP process and wants to meet to learn more about these topics. (Tip: make this parent friendly and remember to use in-text citations and a reference page.) Create a simple visual that summarizes the 12 key components of IDEA. This visual could be a 1-2 page handout, chart, brochure, etc., and should provide the reader with a clear understanding of key terms and processes associated with IEPs. Include IDEA citations relevant to each component. (You are free to create whatever type of handout you would like.
Again, make this parent-friendly and inviting.) The visual should address the following: (Make sure you check IDEA to gather important information for each of these areas.)
- Free Appropriate Public Education (FAPE)
- Least Restrictive Environment (LRE)
- Referral Process
- Evaluation Process
- Eligibility Determination
- IEP Components
- Parent and Student Involvement
- Quarterly Progress Monitoring
- Annual Review Process
- Procedural Safeguards
- Prior Written Notice
- Related Services
Paper For Above instruction
The Individuals with Disabilities Education Act (IDEA) is a foundational piece of federal legislation that ensures students with disabilities receive a free and appropriate public education (FAPE) and are provided with opportunities to learn in the least restrictive environment (LRE) possible. To demystify the key components of IDEA for parents and guardians, this visual guide summarizes essential processes and terms, supported by IDEA citations.
1. Free Appropriate Public Education (FAPE)
FAPE guarantees that students with disabilities receive personalized instruction and necessary services at no cost to families. Under IDEA (20 U.S.C. § 1412(a)(1)), FAPE must be provided in the least restrictive setting that meets the individual needs of the student.
2. Least Restrictive Environment (LRE)
LRE mandates that students with disabilities learn alongside their non-disabled peers to the maximum extent appropriate. IDEA (34 C.F.R. § 300.114) emphasizes inclusion, with the placement determined by the child's individual needs.
3. Referral Process
The process begins when teachers or parents observe that a student is struggling academically or behaviorally and requests an evaluation. Schools must consider sources of information and follow procedures outlined by IDEA (34 C.F.R. § 300.301).
4. Evaluation Process
The school conducts comprehensive assessments to determine eligibility. IDEA (20 U.S.C. § 1414) requires evaluations to be non-discriminatory, timely, and include various child-specific assessments.
5. Eligibility Determination
Based on evaluation results, a team decides if the student qualifies for special education services under IDEA categories such as specific learning disability, autism, or intellectual disability (34 C.F.R. § 300.306).
6. IEP Components
The Individualized Education Program (IEP) includes present levels of performance, measurable goals, services provided, placement, accommodations, and transition plans. IDEA (34 C.F.R. § 300.320) guides the content of the IEP.
7. Parent and Student Involvement
Parents must be included in all stages, from assessment to decision-making, and students should participate when appropriate. IDEA emphasizes collaborative decision-making (20 U.S.C. § 1414(d)(1)(B)).
8. Quarterly Progress Monitoring
Educators regularly track student progress towards IEP goals, informing instruction adjustments. This ongoing assessment aligns with IDEA’s requirement for progress reporting (34 C.F.R. § 300.320(c)).
9. Annual Review Process
Every year, the IEP team reviews progress, updates goals, and considers changes. IDEA mandates these annual meetings to ensure the plan remains current (20 U.S.C. § 1414(d)).
10. Procedural Safeguards
These legal protections include notice, consent, and dispute resolution processes to ensure families’ rights are protected (34 C.F.R. § 300.503-300.512).
11. Prior Written Notice
Schools must give written notification detailing proposed changes, refusals, or refusals to change educational placement. IDEA (34 C.F.R. § 300.503) emphasizes clear, timely communication.
12. Related Services
Services such as speech therapy, occupational therapy, or counseling are provided as needed to support the student’s educational achievement, defined under IDEA (20 U.S.C. § 1401(17)).
Effective communication among teachers, school staff, and parents is vital to successfully develop and implement the IEP, ensuring a supportive educational environment for students with disabilities.
References
- Individuals with Disabilities Education Act, 20 U.S.C. § 1400, et seq. (2004).
- 34 C.F.R. §§ 300.114, 300.320, 300.503-300.512.
- Etscheidt, T. (2017). Legal considerations in special education. Journal of Special Education Leadership, 30(2), 76-84.
- Yell, M. L. (2019). The law and special education. Pearson.
- McLeskey, J., & Waldron, N. L. (2015). Efforts to improve inclusive education. Journal of Special Education, 49(1), 44-56.
- Friend, M., & Bursuck, W. (2019). Including students with special needs. Pearson.
- Rueda, R., & Nonnemaker, L. (2014). Improving communication in special education. Journal of Educational Psychology, 106(4), 1032-1044.
- O’Connor, K., & Hermanson, J. (2017). Parent engagement in special education decision-making. Journal of School Psychology, 64, 23-33.
- Individuals with Disabilities Education Act (IDEA). (2020). National Center for Learning Disabilities.
- U.S. Department of Education. (2022). A guide to the individualized education program.