Thursday, November 3, 2011

NICHCY's niche

'NICHCY's niche'

So you think you know 'All About the IEP'?  
After participating in several IEP's over several academic years, you may think that you know all there is to know about the Individualized Education Plan Process. 

 When a child receives special education services under the Individuals with Disabilities Education Act (IDEA), he or she must have an Individualized Education Program (IEP)? TRUE

If there are IEP components and procedures that you STILL are seeking information on, refer to  NICHCY briefs for Parents, Students and Educators on the Individualized Education Plan for Students with Disabilities. These topics are providing vital information that we need to know and understand and implement during the IEP Process. Many are for Students in Transition. (see below for a sample)

NICHCY is the National Dissemination Center for Children with Disabilities.  In Spanish | En español

Thanks NICHCY. Good info. on IEP. Staying up to date on Special Education services and resources is important.

The National Dissemination Center for Children with Disabilities is a reliable resource for information about special needs interests for children.

Get Prepared for your child's IEP.
Periodically review 'All About the IEP' NICHCY page.
Good luck on your IEPs this school year!

For full details, go to NICHCY All About the IEP

Here are several helpful titles that are quite interesting.

  • Why does federal law require a general educator to be on the IEP team?
The regular education teacher knows the curriculum for a child’s grade level and what children in regular education classes are typically expected to do. To read more about this, visit Regular Educators on our IEP Team page at
  • When is it appropriate for the student to be included on the IEP team?
If transition goals and services are going to be discussed, the student with a disability must be invited to attend the meeting. In reality, parents and children often make this decision together. To read more about this, visit our Student with a Disability on our IEP Team page at
  • Who else should be on the IEP team?
In addition to parents, special educators, regular educators, a school system representative, someone to interpret evaluation results, and the student (when appropriate), the IEP team may also include, at the discretion of the parent or the school system, additional individuals with knowledge or special expertise about the child, including related services personnel as appropriate. The parent or the school system may invite these individuals to participate on the team. To read more about this, visit Others with Knowledge or Special Expertise About the Child on our IEP Teampage at
  • What exactly are “present levels”?
The “present levels” statement is crafted by considering the areas of development in which a child with a disability may need support. These are roughly divided into the two areas of development: academic and functional. To read more about this, visit Present Levels on ourContents of the IEP page at
  • Who decides the appropriate placement/service delivery model for the child?
Placement ... must be decided by a knowledgeable group of persons, including the child’s parents, but is not necessarily decided by the IEP team. To read more about this, visit Placement on our When the IEP Team Meets page at
  • What are “accommodations” all about?
IDEA requires that students with disabilities take part in state or districtwide assessments . . . To support the participation of children with disabilities in such large-scale testing, accommodations or modifications may be necessary in how the test is administered or how a given child takes the test. It’s the responsibility of the IEP team to decide how the student with a disability will participate, and then to document that decision in the child’s IEP. To read more about this, visitAccommodations in Assessment on our Contents of the IEP page at

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