Language Barriers for Mexican Americans

NICHCY Briefing Paper “Individualized Education Programs”

A Summary

EDUC 546

Dr. P Aldridge

Janeen Perry-Campbell

September 23, 2011

      This article details the Individuals with Disabilities Education Act (IDEA) of 1997.   It details how it is a federal law that schools ensure free and appropriate public education (FAPE). The author defines the involvement and progress of each child with a disability in the general curriculum.   A child’s IEP must address his or her involvement in the general curriculum, regardless of the nature and severity of the child’s disability and the setting in which the child is educated.   Included in the IEP must be measurable annual goals in a child’s IEP.

      The article further discusses how parents and students should be involved.   Parents are expected to be equal participants along with school personnel.   Also parents, are required to participate in transition plan with the school and public agency. The public agency must inform the parents of who will be at the IEP meeting.

      Finally, the article discusses how to prepare students with disabilities for employment and other post-school experiences. The statement of transition service should relate directly to the student’s goals beyond secondary education.   The public agency must conduct meetings to review, and, if appropriate must meet periodically, at least every 12 months. Parents wishing to use audio or video recording devices at IEP meetings should consult state or local policies for further guidance. The public agency must ensure that all services specified in a child’s IEP are provided. The IEP teams also function as the group making the placement decision for a child with a disability.   Moving forward, it is also important to know that school personnel may implement more than one short-term removal of child with disabilities from his or her classroom or school for misconduct.

This article was very informative in learning to write and implement...