Adolescence Brain Development
U2 Assignment: PPT Process
Brianna McDowell
CHS203
Post University
07/02/2014
Individualized Education Program (IEP) teams are responsible for the identification, assessments, design, and implementation of the individualized programs. The IEP team is composed of the child parents, at least one regular education and one special education teacher other individuals from the school and district and the student when appropriate (Deiner, 2013, p.112). The U.S. Department of Education approved new federal regulations governing the implementation of the Individuals with Disabilities Education law as amended by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). Infants and toddlers with disabilities (birth-2) and their families receive early intervention services under IDEA Part C. Children and youth (ages 3-21) receive special education and related services under IDEA Part B. The federal Individuals with Disabilities Education Act requires school districts to identify children with disabilities that affect their educational performance and provide them with a “free and appropriate public education” tailored to their individual needs. The special educational services a child with a disability receives depends on the nature of his or her disability. Federal law requires school districts to document the services each eligible child needs and will receive in a written “individualized educational program” (IEP). The IEP must be developed and periodically reviewed by the child's planning and placement team (PPT), a group consisting of the child's parents, teachers, and educational specialists.
The U.S. Department of education designed a model IEP form that provides guidance about how the form should look and how to ensure that the needed elements are included (Deiner, 2013, p.113). Although states use this model to ensure compliance, most states have developed their own forms. Five of the states, Connecticut, Maryland,
Brianna McDowell
CHS203
Post University
07/02/2014
Individualized Education Program (IEP) teams are responsible for the identification, assessments, design, and implementation of the individualized programs. The IEP team is composed of the child parents, at least one regular education and one special education teacher other individuals from the school and district and the student when appropriate (Deiner, 2013, p.112). The U.S. Department of Education approved new federal regulations governing the implementation of the Individuals with Disabilities Education law as amended by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). Infants and toddlers with disabilities (birth-2) and their families receive early intervention services under IDEA Part C. Children and youth (ages 3-21) receive special education and related services under IDEA Part B. The federal Individuals with Disabilities Education Act requires school districts to identify children with disabilities that affect their educational performance and provide them with a “free and appropriate public education” tailored to their individual needs. The special educational services a child with a disability receives depends on the nature of his or her disability. Federal law requires school districts to document the services each eligible child needs and will receive in a written “individualized educational program” (IEP). The IEP must be developed and periodically reviewed by the child's planning and placement team (PPT), a group consisting of the child's parents, teachers, and educational specialists.
The U.S. Department of education designed a model IEP form that provides guidance about how the form should look and how to ensure that the needed elements are included (Deiner, 2013, p.113). Although states use this model to ensure compliance, most states have developed their own forms. Five of the states, Connecticut, Maryland,