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Assessment Task #6: Best Practices for IDEA Established Guidelines
Read each of the 12 IDEA established guidelines that follow and provide a two- to three-sentence example of a Best Practice to be utilized for each one. Examples for the first and second one have been provided for your review. You may want to contact your local staffing specialist, lead teacher, or other specialists for additional information.
IDEA ESTABLISHED GUIDELINES
1. IDEA ESTABLISHED GUIDELINES - IDEA significantly stresses the role of the parent as an equal partner in determining special education services. As part of the law's procedural safeguards, parents must have the opportunity to participate in meetings regarding the identification, evaluation, and educational placement of the child, and the provision of FAPE to their child. [Sections 614(d)(1)(B) and 615(b)(6)]
• Sample of Best Practice - It is important that parents are provided opportunities to express their views and participate fully in the IEP meeting, including taking part in the development of the IEP. In addition to discussion at the IEP meeting, talk to parents prior to the meeting about their views and to assist in gathering input.
2. "The services and placement needed by each child with a disability to receive FAPE (free appropriate public education) must be based on the child's unique needs and not on the child's disability." [Section 300.300(3)(ii)]
• Sample of Best Practice - Review student assessment data, present level of performance, IEP goals, and service. Use these data along with general education information to determine placement.
3. Unless the school obtained the required parental consent of Mr. and Mrs. Reynolds to disclose personal information from their child's education record, any discussion about the child with anyone other than the parents would be a violation of the Family Education Rights and Privacy Act (FERPA). [20U.S.C. Section 1232g(b)(i) and CFR Part 99, 99.31(a)]
• Follow the principle that is Procedural due process. Have parents show your their ID and talk with them about keeping the information confidential.
4. IDEA now requires that students with disabilities be included in state- and district-wide assessment programs, with individual accommodations made as necessary in administration of the tests. [Section 612(a)(17)]
• Talk with the parents and children to see what accommodations can help them with the test. Also try different accommodations and see which one would help the students out.
5. A child's IEP team must include (1) the parents of the child; (2) at least one of the child's general education teachers (if the child is, or may be, participating in the general education environment); (3) at least one ESE teacher of the child, or, if appropriate, at least one special education provider of the child. [Section 614(d)(1)(B)]
• Always discuss the IEP with the parents, general education teacher and an ESE teacher.
6. If a purpose of an IEP meeting for a student with a disability is consideration of the student's transition services needs, the public agency must invite the student.
• Follow the principle of parent and student decision making. The students are allowed to be in the IEP meetings because they are part of it and they can voice their opinions.
7. Each student's individually determined needs dictate services to be provided. The availability of the service may not be a factor. [Section 300.300(3)(i)]
• Each students with disability are provided services that will help them out in the future.
8. IDEA requires that students be educated in the least restrictive environment (LRE) possible, given their educational needs. This means they must have the opportunity to interact with students who do not have disabilities to the maximum extent appropriate, given their needs. [Section 612(a)(5)]
• They are allowed free appropriate public education in a general education classroom with accommodation.
9. Parents have the right to receive regular reports on their child's progress related to IEP goals. [Section 614(d)(1)(A)(viii)]
• Parent are allowed information on their chldren proress related to their child's IEP goals.
10. IDEA's transition planning requires "at age 14, and updated annually, a statement of the transition service needs of the child." [Section 614(d)(1)(A)(vii)]
• Have the teachers, administrators and parents talk about the services the children needs at age 14 and on to make the statement.
11. IDEA includes an entire section entitled "Procedural Safeguards." These safeguards are designed to protect the rights of parents and their child with a disability. It also gives families and schools a mechanism for resolving disputes.
• Follow the principal procedural due process. Only discusses it with the children teachers and administrators.
12. A student's IEP team may determine that the student cannot participate in a particular state- or district-wide assessment based on Florida's exemption criteria. [Section 612(a)(7)]
• Follow the principle appropriate evaluation. Students can participate in curriculum and activities for their level. They can participate on some assessment but will need to give accommodations for them.
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