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Unit 3 Activity 2
Special Education Process Flowchart, Phase 7: IEP…
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Phase 7: IEP Implementation (FAPE)
The entire IEP team has the responsibility to ensure that the IEP is implemented.
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Phase 8: IEP Reevaluation
Each year, the IEP team is required to meet for the dual purpose of evaluating the implementation of the current IEP and to develop the next annual IEP.
There are times when, after the reevaluation takes place, it is determined that the student does not need special education services. One example of this might be young children who are provided speech and language services and have developed the ability to speak without problems. In this case, the IEP team will need to file appropriate documentation to support the fact that the student no longer is eligible for services and the IEP team will disband for this student.
The IEP document is a “living” document and can be altered during the school term if needed. The IEP goals and benchmarks provide the objectives for the education of the student and prescribe what services will be provided by the local school district and school campus to achieve those objectives.
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Phase 5: Eligibility IEP team determines if the student is eligible for special education services. The student must have a disability that negatively
impacts his/her educational performance and the child needs special education services in order to benefit from education.
Determination that a disability impacts educational performance and eligibility is
determined for special education services.
Phase 6: IEP Process (IEP and LRE)
A multi-disciplinary team of parents, general and special education teachers, administrators, and others meets to develop the Individualized Education Program (IEP). This document guides the special education program that will be provided for the student. The IEP team must also determine the least restrictive environment (LRE) and provide justification in the IEP for more restrictive placements.
IEP documents
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A statement of “special instructional factors” (such as the need for assistive technology, braille, or transition services).
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A statement of opportunities to participate in nonacademic and extracurricular activities with their non-disabled peers
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A Behavior Intervention Plan (BIP) if the student’s behavior is a concern and a functional behavioral assessment has been done or needs to be conducted,
The signature page which provides a statement of least restrictive environment (LRE) and has the signatures of all members present at the meeting.
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No disability is noted that impacts educationalperformance. Special education not required.Process stops. Student referred forinterventions again.
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