IDEA Presentation

Introduction
IDEA is the Individuals with Disabilities Education Act.
Authorized by the federal government to ensure all children

with disabilities are provided equality of education
Enacted in 1975
Re-authorized in 1990 and 2004.
To prepare a child for further education, employment, and

independent living
Free Appropriate Public
Education
• Every child with a disability is entitled

to a Free Appropriate Public
Education (FAPE).
• The IDEA emphasizes special
education and related services,
which should be designed to meet a
child's "unique needs and prepare
them for further education,
employment, and independent
living.”
Appropriate Evaluation
The IDEA requires that schools conduct “appropriate

evaluations” of students who are suspected of having a
disability.
An appropriate evaluation must be implemented by a

team of knowledgeable and trained evaluators, must
utilize sound evaluation materials and procedures, and
must be administered on a non-discriminatory basis.
Parent Participation
State educational
agencies and local
school boards
The IDEA has a
ensure that the
special provision
parents of a child
for “parent
with a disability are
participation in
members of any
placement
group that makes
decisions.”
decisions regarding
the placement and
LRE of that child.
Procedural
Safeguards
• The IDEA establishes procedural

safeguards to help parents and
students enforce their rights under
federal law.
• The primary purpose of this
requirement is twofold:
o safeguards protect parental access to
information pertaining to placement
and transition planning; and
o procedures are put in place to resolve
disagreements between parents and
schools regarding the placement of a
student.
Individualized
Education Plan
It helps ensure every child’s

access to a Free Appropriate
Public Education.
The IEP is a written document,

developed by an IEP team,
which draws upon existing
evaluation information in
order to meet a student’s
unique educational needs.
IEP- Individualized
Education Plan
An Individualized Education Plan is also known as
an IEP. The IEP is developed by a team of
individuals from various educational disciplines.
Under the IDEA, an IEP must include information

regarding a student’s present levels of educational
performance, annual goals and benchmarking
objectives, services and supplementary aids to be
received, and a detailed explanation of instances
where a student is not participating in the general
classroom and why.
• An Individualized Education Program (IEP) is overseen by local public school
divisions. It is comprised of specially designed instruction that involves adapting the
content, methodology, or delivery of instruction to address the needs of the student
and accommodations, modifications, and other supplementary aids and services to
ensure their access to the general curriculum so the child can meet the educational
standards that apply to all children in the Commonwealth.
•An IEP typically includes the following:
•The involvement and progress of the child with a
disability in the general curriculum.
•All related services for which the child qualifies.
•Appropriate educational accommodations
necessary for the child to be successful.
•The child's present levels of educational
performance.
•Measurable annual goals and objectives for the
child's education
• The IEP is the cornerstone of a quality education for each child with a
disability.
• To create an effective IEP, parents, teachers, other school staff--and often
the student--must come together to look closely at the student's unique
needs.
• This guide explains the IEP process, which we consider to be one of the
most critical elements to ensure effective teaching, learning, and better
results for all children with disabilities. The guide is designed to help
teachers, parents and anyone involved in the education of a child with a
disability-develop and carry out an IEP.
How to get an IEP
The IDEA requires certain information to be

included in each child's IEP. It is useful to know,
however, that states and local school systems
often include additional information in IEPs in
order to document that they have met certain
aspects of federal or state law.
The process of getting an IEP – The first step is

having an evaluation for special education . Then
the school must decide whether the child
qualifies for services and supports.
What’s in an IEP
• The IEP documents cover many areas, using
terms and information with questions
answered. But all of those pieces — from
testing results to goals for progress — add
up to the best school program of instruction
and supports for the child.
• The information in an IEP can give a deeper
understanding of the child’s strengths and
challenges. And it should lay out exactly
how the school plans to help the child
improve and build skills.
IEP Meetings
The child’s special

education program kicks
off with an IEP meeting.
The entire IEP team will
be there. The professionals
IEP meetings can be
at school who were part of
stressful for some parents.
the evaluation process will
Knowing what happens at
present it. Some might
IEP meetings can make it
provide services or
easier to navigate them.
supports for the child. And
that’s just the first of many
IEP meetings over the
course of the child’s
school years.
Staying on top of an IEP
• The IEP journey continues well after the
child’s plan is put into place. The parent
plays a key role in making sure the plan
is working and the child is making
progress.
• The IEP will change over time (and the
role of the parent might as well) along
with the child’s needs. The parent may
also be involved in crafting a plan for
transitioning out of an IEP toward the
end of high school.
• The IDEA places a strong emphasis on placement in a general
Least Restrictive education setting. Under the IDEA, a student is guaranteed
placement in the Least Restrictive Environment (LRE) possible.
Therefore, an IEP team must explore a number of alternatives
Environment for enabling a student to participate in the general education
classroom.
Least Restrictive Environment
•The IDEA places a strong emphasis on

placement in a general education setting.
Under the IDEA, a student is guaranteed
placement in the Least Restrictive
Environment ( LRE) possible. Therefore, an
IEP team must explore a number of
alternatives for enabling a student to
participate in the general education
classroom
•If an IEP team determines that a student

cannot be satisfactorily educated in a
general education setting, then the team
must make responsible efforts to
determine the LRE for that student outside
of the general classroom.
At a glance
• Least restrictive environment (LRE) means kids

who get special education should be in the
same classrooms as other kids as much as
possible.
• LRE isn’t a place — it’s a principle that guides a
child’s education program.
• The LRE for each child may look different
because kids are unique.
• When people think about special education,
they sometimes think about separate classes
or schools. But public schools are supposed to
have kids who get special education services
learn in the same classrooms as other kids as
much as possible.
Unless there’s a strong reason, kids should be in those general education classrooms. This
principle is called LRE, or least restrictive environment. LRE is an important part of the
Individuals with Disabilities Education Act ( IDEA), the U.S. special Education Law.
LRE applies to a student’s entire education program, including services.
A student’s IEP describes their special education and related services. The IEP must also
address LRE. And the IEP must explain if and why a student is being placed outside of a
general education classroom.
Some students will spend most
LRE is not always the general or all of their day in a Special
education classroom. It is Education classroom due to
individual to each student. Most their needs while others may
students are able to be educated require an even more
in the general education setting specialized setting, like a
or may need the smaller setting special behavioral program. If
Any placement outside the of a resource type classroom for the student is unable to be
general education classroom a few of their services. A successful in a typical
must be justified by the child’s student should not be removed classroom environment and
individual disability-related from the general education requires a more specialized
needs environment only because of setting, it is up to the IEP team
needed modifications to the to find, arrange, and pay for that
general education curriculum. placement and any required
Many schools also have options transportation. Students with
for classes that are “co-taught” disabilities could also receive
by both a General Education services, when needed, in a
and a Special Education teacher. home, hospital, jail or
institutional setting.
• The IDEA requires that “...to the
maximum extent appropriate,
children with disabilities, including
children in public or private
institutions or other care facilities,
Conclusion are educated with children who are
not disabled.”

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Introduction

IDEA is the Individuals with Disabilities Education Act.

Authorized by the federal government to ensure all children

Re-authorized in 1990 and 2004.

To prepare a child for further education, employment, and

• Every child with a disability is entitled

The IDEA requires that schools conduct “appropriate

An appropriate evaluation must be implemented by a

• The IDEA establishes procedural

It helps ensure every child’s

The IEP is a written document,

Under the IDEA, an IEP must include information

The IDEA requires certain information to be

The process of getting an IEP – The first step is

The child’s special

•The IDEA places a strong emphasis on

•If an IEP team determines that a student

• Least restrictive environment (LRE) means kids

LRE applies to a student’s entire education program, including services.

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