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Supporting IEP Team Decisions

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Bibliographic Details
Title: Supporting IEP Team Decisions
Language: English
Authors: Strunk, Kathy, Hinkle, Andrew R., Thurlow, Martha L.
Source: Journal of Special Education Leadership. Sep 2022 35(2):73-85.
Availability: 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
Peer Reviewed: Y
Page Count: 13
Publication Date: 2022
Sponsoring Agency: Office of Special Education Programs (OSEP) (ED/OSERS)
Contract Number: H326G21002
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: 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
Laws, Policies and Program Identifiers: Every Student Succeeds Act 2015
ISSN: 1525-1810
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.
Abstractor: ERIC
Entry Date: 2023
Accession Number: EJ1370360
Database: ERIC
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  Data: Supporting IEP Team Decisions
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education+Leadership%22"><i>Journal of Special Education Leadership</i></searchLink>. Sep 2022 35(2):73-85.
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  Data: 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
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  Data: 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.
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    Languages:
      – Text: English
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        PageCount: 13
        StartPage: 73
    Subjects:
      – SubjectFull: Individualized Education Programs
        Type: general
      – SubjectFull: Students with Disabilities
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      – SubjectFull: Teamwork
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      – SubjectFull: Administrator Role
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Alternative Assessment
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      – SubjectFull: Student Characteristics
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