This module details the process of developing high-quality individualized education programs (IEPs) for students with disabilities. The module discusses the requirements for IEPs as outlined in the Individuals with Disabilities Education Act (IDEA) with implications of the Supreme Court’s ruling in Endrew F. v. Douglas County School District * (est. completion time: 3 hours).
*The content addressed in this module is based on federal law and regulations. State and local education agencies may have additional requirements. The information in this document is not intended to be a replacement for careful study of the Individuals with Disabilities Education Act and its implementing regulations.
By completing the entire Perspectives & Resources section and reviewing the accompanying activities, you should be able to:
Identify the purpose and components of a high-quality IEP
Understand key procedural and substantive requirements of a high-quality IEP
Recognize the most common procedural and substantive errors made by IEP teams
Describe how a high-quality IEP is developed around the unique needs of each student
Identify the elements of a high-quality PLAAFP statement
Explain how to develop challenging, ambitious, and measurable goals
Identify the elements that should be included in a statement of the individualized services and supports to be provided to a student
Explain the importance of documenting a student’s progress toward meeting his or her IEP goals and reporting that progress to parents
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