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Regulations for the Individuals with Disabilities Education Act, Part B for children 3-21 years of age changed in 1999. Here are some answers to frequently asked questions ...
What are some of the changes for Individualized Education Programs - IEPs?
A key change is the requirement for the IEP team to consider special factors in the development, review and revision of the IEP. Such factors include the communication needs of each child with a disability.
Who must be on the IEP team?
The IEP team must include at least one of the child's regular education teachers if the child is, or may be, participating in the regular education environment. The extent to which it would be appropriate for regular education teachers to participate in IEP meetings must be decided on a case-by-case basis. Speech-language pathologists (SLPs) or audiologists may qualify to participate on the team under several categories.
Can paraprofessionals and assistants provide services under IDEA?
Yes. Paraprofessionals and assistants are new categories of personnel under the new IDEA. The regulations state that they must be appropriately trained and supervised in accordance with state law, regulations or written policy to assist in the provision of special education and related services. The regulations do not provide specific guidance as to the requirements for their supervision, training and use.
Can I expect better services for my child?
The IDEA regulations do contain some important provisions that are intended to benefit children with disabilities. In the area of assistive technology, the regulations allow the child to bring home school-purchased assistive technology devices if the IEP team decides the child needs access to those devices in order to receive an appropriate education. The regulations also strengthen child find requirements, and increased emphasis on the general education curriculum should result in improved integration of IEP goals.
How will the new regulations benefit parents?
In addition to receiving regular reports on their children's progress, parents must have the opportunity to participate in meetings with respect to the identification, evaluation and educational placement of the child, and in the provision of services to the child. Parents' concerns and the information they provide about their children must be considered in developing and reviewing their child's IEP.
For the 22nd annual report to Congress on IDEA
For parent support and advocacy groups
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