IDEA requires that specific topics be covered in an IEP meeting. The IEP team consists of general education teachers, special education teachers, a psychologist or counselor, administration, parents/guardians, speech therapist, occupational therapist, and on occasion, student and student advocate. Often, a special education teacher serves as a case manager and is responsible for inviting attendees to the meeting and coordinating the meeting according to policies and regulations. Effective communication, interpersonal skills, problem solving skills, and data-driven decision-making are all prerequisites to facilitating a successful IEP meeting. Often, a school district will provide a checklist for teams to follow when developing and discussing the IEP to help ensure all responsibilities are met.
Review the “IEP Checklist.” In a 750-1,000 essay, discuss your future educational role and the steps in the IEP process.
Include the following:
- Identify IEP team members, by title, who are mandated to be present under IDEA and those who are optional under IDEA.
- Describe the CEC Ethical Principles and Professional Practice Standards and how they guide practice.
- Examine legal, ethical, and policy responsibilities within the checklist and video relating to educational development and medical/related services for students with disabilities and their families.
- Select skills from the IEP checklist you think will be helpful for you to perform. How could such a checklist ensure that ethical principles and practice standards guide your role, including your responsibilities and expectations as either a general education or special education teacher, in your future professional practice?
Within your essay, cite the “IEP Checklist,” CEC Ethical Principles and Professional Practice Standards, and 2-3 scholarly resources.
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