Certain individuals must be involved in
writing a child’s Individual Education Program. The IEP team members may fill
more than one of the team positions if properly qualified and designated. For
example, the school system representative may also be the person who can
interpret the child’s evaluation results.
These people must work together as a team
to write the child’s as a team to write the child’s IEP. A meeting to write the
IEP must be held within 30 calendar days of deciding that the child is eligible
for special education and related services.
Each team member brings important
information to the IEP meeting. Members share their information and work
together to write the child’s Individualized Education Program. Each person’s
information adds to the team’s understanding of the child and what services the
child needs.
Parents are key members of the IEP team.
They know their child very well and can talk about their child’s strengths and
needs as well as their ideas for enhancing their child’s education. They can
offer insight into how their child learns, what his or her interests are and
other aspects of the child that only a parent can know. Thy can listen to what
the other team members think their child needs to work on at school and share
the suggestions. They can also report on whether the skills the child’s
learning at school are being used at home.
Teachers are vital participants in the
IEP meeting as well. At least one, the child’s regular education teachers must
be on the IEP team if child is participating in the regular education
environment. The regular education teacher has a great deal to share with the
team. For example, he or she might talk about;
- The general curriculum in the regular classroom;
- The aids, services or changes to the educational program that would
help the child learn and achieve;
- Strategies to help the child with behavior, if behavior is an issue;
- The regular education teacher may also discuss with the IEP team
the supports for school staff that are needed so that the child can;
- Advance toward his or her annual goals;
- Be involved and progress in the general curriculum;
- Participate in extracurricular and other activities and
- Be educated with other children, both with and without
disabilities.
Supports for school staff may include professional
development or more training. Professional development and training are
important for teachers, administrators, bus drivers, cafeteria workers and
other who provide services for children with disabilities.
