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IDEA 1997 (P.L. 105-17)
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IDEA 1997 (P.L. 105-17)

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By Catherine Gentzke …

By Catherine Gentzke
cgentzke@gmail.com


For Social Foundations of Education
Edts Hybrid Program
Nazareth College
School of Education

Instructor
Sandra Mancuso

November 25, 2008

Published in: Education, Technology

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  • 1. IDEA 1997 P.L. 105-17 The Facts
  • 2. IEP
    • Must explain how the child’s disability affects their ability to participate in the general education classroom
    • Must list goals, objectives and benchmarks
    • Must list the following services
      • Special education
      • Related services
      • Supplementary aids
    • IEP team must review annually
  • 3. IEP Team Members
    • The following people are required to be present in order of it to be considered an IEP meeting
      • The parents
      • A representative of the local educational agency (LEA)…Typically the principal
      • One of the child’s general educators
      • One of the child’s special education educators
      • The child when appropriate
    • The following are invited to be present so long as the parent consents
      • A person to interpret evaluation results
      • Additional teachers
      • Supplementary service providers
  • 4. Evaluations/ Reevaluations
    • Must include information about:
      • Special education
      • Related services
      • Strategies for the student with a disability to participate in the general curriculum with nondisabled peers
  • 5. Assessments
    • All children with disabilities must participate in state or district assessments
    • Child may have accommodations as decided on upon the the IEP team
  • 6. Accountability
    • States must set performance indicators in order to determine if students with disabilities are being appropriately served
    • Performance indicators must address
      • Drop out rates
      • Graduation rates
      • Performance on state and district assessments
  • 7. Progress Reports
    • Must be provided to the parents at least as often as reports are sent to nondisabled peers
  • 8. Preferred Environment: The Regular Education Environment
    • First placement to be considered for a child with a disability must be the general education classroom with accommodations, aids and services
    • Training must be provided for educators on how to include students with disabilities in the general education classroom
    • Students must be placed in the Least Restrictive Environment as outlined by IDEA
  • 9. Special Considerations
    • The following must be considered when creating an IEP for a child
      • Behavior
      • English Proficiency
      • Visual Impairment or Blindness
      • Deaf or Hard of Hearing
      • Assistive Technology
      • Modifications and Supports
      • What extent will the child with disabilities participate with non disabled peers?
      • Location services will occur
      • Modifications or accommodations for State and district assessments
  • 10. References
    • Parents Engaged in Educational Reform. (1999). IDEA 1997 fact sheet. [Brochure].
  • 11. Created by Catherine Gentzke [email_address]