D a child’s iep team must include (1) the parents of the child; (2) at least one of the child’s regular education teachers




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D
A child’s IEP Team must include (1) the parents of the child; (2) at least one of the child’s regular education teachers (if the child is, or may be, participating in the regular education environment); (3) at least one special education teacher of the child, or if appropriate, at least one special education provider of the child. Section 300.344(a)

O NOT SAY
: No Mrs.

Brown, Bob’s teachers

aren’t here.They are

too tired from yesterday’s

meetings and we rotate

teachers through these

meetings anyway. It’s not

their day to participate in

IEP meetings.



Generally, a child with a disability should attend the IEP meeting if the parent decides that it is appropriate for the child to do so. If possible, the agency and parents should discuss the appropriateness of the child’s participation before a decision is made, in order to help the parents determine whether or not the child’s attendance would be (1) helpful in developing the IEP or (2) directly benefit the child or both. The agency should inform parents before each IEP meeting- as part of notification under Section 300.345(a)(1)- that they may invite their child to participate. Source: Appendix A, 64 Federal register, March 12, 1999.







DO NOT

SAY: No,

I don’t

recommend

that Kim

attend the

IEP meeting.

She’s only

twelve

years old

If a purpose of an IEP meeting for a student with a disability will be the consideration of the student’s transition service needs or needed transition services under Section 333.347(b)(1)(2), or both, the public agency must invite the student and, as part of the notification to the parents of the IEP meeting, inform the parents that the agency will invite the student to the IEP meeting. If the student does not attend, the public agency must take other steps to ensure that the student’s preferences and interests are still considered. Section 300.244(b)






DO NOT SAY: No

I don’t recommend

that Jill attend this

IEP meeting. At 17

years of age, she’s

too busy with her

friends and school

activities to be

interested in such

a meeting.


The IEP for each child with a disability (including children who are educated in separate classrooms and schools) must address how the child will be involved and progress in the general curriculum. However, the part B regulations recognize that some students have other educational needs resulting from their disability that also must be met, even though those needs are not directly linked to participation in the general curriculum. Source: Appendix A, 64 Federal Register, 3/12/99)



DO NOT SAY: Well,

the general education

curriculum is for most

kids but not for

special education

students. It’s best

to provide these

students with an

alternative curriculum

that’s easier and that

the special education

teacher is trained in.

D
The services and placement needed by each child with a disability to receive FAPE ( a free and appropriate public education) must be based on the child’s unique needs and not on the child’s disability. Section 300.300(3)(ii)
O NOT SAY: Well,


since we’ve established

what Kim’s disability is-

that automatically means

she’ll be in Mr. Peter’s

room at least three

hours each day. See,

scheduling isn’t so

difficult once you get

the hang of it.

The IDEA ’97 significantly strengthens the role of the parent. Therefore, it is important that parents are provided a full opportunity to express their views and participate fully in the IEP meeting, including the development of the IEP. Agency staff may come to an IEP meeting prepared with evaluation findings and proposed recommendations regarding IEP content, but the agency must make it clear to parents at the outset of the meeting that the services proposed by the agency are only recommendations for review and discussion with the parents. Parents have the right to bring questions, concerns, and recommendations to an IEP meeting as part of a full discussion, of the child’s needs and services to be provided to meet those needs before the IEP is finalized.



DO NOT SAY:

Welcome Mr.

and Mrs.

Jones. This

won’t take

much time. We

have already

written the

IEP - all you

have to do is

sign it.


Every individual involved in providing services to the student should know and understand his or her responsibilities for carrying out the IEP. This will help insure that the student receives the services that have been planned, including the specific modifications and accommodations that the IEP Team has identified as necessary. Source: A Guide to the Individualized Education Program, Office of Special Education and Rehabilitation Services, U.S. Department of Education.



DO NOT SAY: Thank

you for suggesting

these modifications

for Paul’s instruction.

We can implement them

in his special education

classes, but it’s really

too much to expect his

general education

teachers to accommodate

his needs in their classes.



D
Each public agency may determine which specific staff member will serve as the agency representative in a particular IEP meeting. It is important that the agency representative have the authority to commit agency resources and be able to ensure that whatever services are set out in the IEP will actually be provided. Source: Appendix A, 64 Federal Register, 3/12/99)
O NOT SAY: I


can’t say for certain

that we can provide

that service. It’s a

big commitment. I’ll

have to check with

the Special

Education Director

and get back to you.


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