IDEA 1997 P.L. 105-17 The Facts
IEP <ul><li>Must explain how the child’s disability affects their ability to participate in the general education classroo...
IEP Team Members <ul><li>The following people are required to be present in order of it to be considered an IEP meeting </...
Evaluations/ Reevaluations <ul><li>Must include information about: </li></ul><ul><ul><li>Special education </li></ul></ul>...
Assessments <ul><li>All children with disabilities must participate in state or district assessments </li></ul><ul><li>Chi...
Accountability <ul><li>States must set performance indicators in order to determine if students with disabilities are bein...
Progress Reports <ul><li>Must be provided to the parents at least as often as reports are sent to nondisabled peers </li><...
Preferred Environment: The Regular Education Environment <ul><li>First placement to be considered for a child with a disab...
Special Considerations <ul><li>The following must be considered when creating an IEP for a child </li></ul><ul><ul><li>Beh...
References <ul><li>Parents Engaged in Educational Reform. (1999).  IDEA 1997 fact sheet. [Brochure]. </li></ul>
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IDEA 1997 (P.L. 105-17)

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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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IDEA 1997 (P.L. 105-17)

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

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