The IEP
Teacher Responsibilities
and Collaboration
Amber Stringfellow

The Individuals with
Disabilities Education Act

Intent
Students with disabilities are entitled to a free
ν
appropriate public education. (FAPE)
The student should be placed in the least
ν
restrictive environment. (LRE)
An individualized educational program (IEP),
ν
that is tailored to meet the unique needs of a
student with disabilities, must be developed and
implemented.

Eligibility
Section 1414(b)
ν Eligibility should be based on student
response to scientific, researched-based
interventions.
There is a new emphasis on measurable
ν
goals and documentation of progress.

The IEP Team

The IEP Team
According to, Section 1414(d)(1)(B),
the parents,
ν
1 regular education teacher,
ν
1 special education teacher/provider,
ν
a school representative,
ν
an individual who can interpret the instructional
ν
evaluations,
other individuals who have knowledge or expertise
ν
regarding the child and
whenever appropriate, the child with a disability.
ν

The IEP Meeting
A collaborative process
ν
Create an educational
ν
program to meet
individualized needs
Determine services
ν

Development of the IEP
Section 1414(d)(3)(A)
ν
The IEP team should consider:
ν
• the strengths of the child;
• the concerns of the parents
• results of most recent evaluations; and
• the academic, developmental, and functional
needs of the child.

Accountability
Schools are responsible for implementing
ν
the IEP and providing services that are
listed in the plan.
It is NOT a performance contract.
ν
It cannot impose liability on a teacher, team
ν
member, or school official if the student does
not meet the IEP goals.

Responsibility of the General
Education Teacher
Section 1414(d)(3)(C)
ν
As a member of the IEP Team, the teacher shall participate in the
ν
development of the IEP, including the determination of appropriate
behavioral interventions, supports, and other strategies.
They also assist in the determination of supplementary aids and
ν
services, program modifications, and support.

Excusal From the IEP Meeting
Determining factors:
Section 1414(d)(1)(C)
Is my area of curriculum
Written request to IEP
ν
being discussed?
team for excusal and
Team agreement is OR
necessary.
Are services in my class
being modified?

What information should I
share at the meeting?
Work Samples
ν
Observations
ν
Goals
ν
Ideas
ν
Strategies
ν
Behavior
ν
Work Habits
ν

Modifications
Modifications may
ν
be necessary for
the student to
participate in the
general education
classroom.

Modifications
Students with
ν
disabilities must be
allowed to interact
with their peers to
maximum extent
deemed appropriate.

After the IEP
Monitor Progress
ν
Implement necessary
ν
modifications
Save work samples
ν
Consult with RSP
ν
teacher regularly.

Sources
http://www.wrightslaw.com/
Yell, M. (2006) The Law and
Special Education. New Jersey:
Person Education