Supporting IEP Team Decisions

Autor/inn/en	Strunk, Kathy; Hinkle, Andrew R.; Thurlow, Martha L.
Titel	Supporting IEP Team Decisions
Quelle	In: Journal of Special Education Leadership, 35 (2022) 2, S.73-85 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Individualized Education Programs; Students with Disabilities; Teamwork; Administrator Role; Student Participation; Student Needs; Accessibility (for Disabled); Participative Decision Making; Student Evaluation; Alternative Assessment; Student Characteristics; Educational Legislation; Elementary Secondary Education; Federal Legislation; Parent Role; Academic Accommodations (Disabilities); Documentation + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Accessibility; Zugänglichkeit; Schulnote; Studentische Bewertung; Bildungsrecht; Schulgesetz; Bundesrecht; Parental role; Elternrolle; Dokumentation
Abstract	The Individualized Education Program (IEP) is the heart of providing special education services to students with disabilities. It is a complex document that is supposed to include several required components. IEP teams are required to be composed of certain individuals, including "a representative of the district who is qualified to provide or supervise the provision of special education, and who is knowledgeable about the general education curriculum and the availability of resources of the district, and has the authority to allocate resources" (McElhinny & Pellegrin 2014). This representative is an administrator who often is the special education director, a special education coordinator, or a school principal. In this article, the authors provide basic information administrators need to know about student participation in state and district-required assessments and about ways to ensure that students have needed accessibility supports, including accommodations. The authors highlight specific things that administrators can do to support IEP teams, as well as identify the critical role that administrators play in documenting and monitoring IEP processes and outcomes for students with disabilities. (ERIC).
Anmerkungen	Council of Administrators of Special Education. 1675 East Seminole Street Suite L1, Springfield, MO 65804. Tel: 417-427-7720; Fax: 417-427-6520; e-mail: office@casecec.org; Web site: https://www.casecec.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01