 | Connie Zienkewicz has been the executive director for Families Together, Inc. since 1997. She is also the parent of a young lady with intellectual disabilities. Her daughter, Julie, is 20. She enjoys music, interactions with others, uses a wheel chair for mobility, and communicates non-verbally. Connie speaks to many groups and serves on several councils to represent the needs of families in Kansas who are raising a son or daughter with disabilities. You may contact Connie at (316) 945-7747. |
Family Counseling
2006-06-01 10:04:00
Changes to the IEP process
Question: I am the parent of a child with special needs who has an Individualized Education Program (IEP) at school. I heard the Individuals with Disabilities Education Act was recently reauthorized. Have there been changes to the IEP process?
ANSWER: The Individuals with Disabilities Education Improvement Act of 2004, enacted by Congress and signed by President Bush in December 2004, includes significant changes to the Individualized Education Program (IEP) process. Here are some highlights of IDEA 2004 related to IEPs.Components of the IEP:Present levels of academic achievement and functional performance – including how the disability affects involvement and progress in the general education curriculum. This section would include the child’s strengths, parental concerns, evaluation results, and the academic, developmental and functional needs of the child.Measurable Annual Goals – including academic and functional goals designed to meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum and meet other education needs related to the disability. Description of Progress – includes how this will be measured and when parents will receive periodic reports on progress toward reaching annual goals (such as through the use of quarterly or other periodic reports concurrent with the issuance of report cards).Statement of Special Education; Related Services; Supplementary Aids and Services; Program Modifications; and/or Supports for School Personnel – that are based on peer-reviewed research. These services should help the child advance appropriately toward attaining the annual goals; be involved in and make progress in the general education curriculum and participate in extracurricular and other nonacademic activities.Least Restrictive Environment – a statement of the extent, if any, the child will not participate with nondisabled children in the regular class and other activities.Accommodations on State and District-wide Assessments – any necessary individual appropriate accommodations required to measure academic achievement and functional performance on these tests. If the IEP Team determines the child should take an alternate assessment, why the child cannot participate and the appropriate alternate assessment to be used.Specifics about Services and Modifications – including projected dates for beginning and the anticipated frequency, location and duration of the services and modifications.Transition Plan – to include appropriate measurable post-secondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills. The plan should specify transition services (including courses of study) needed to assist the child in reaching transition goals. Note: Although federal law now requires transition planning to begin no later than age 16, Kansas law requires transition planning to begin no later than age 14.There have also been notable changes regarding IEP meeting attendance, team member participation and modifications to the IEP itself. For more information about the IDEA 2004, contact a Families Together, Inc. parent information specialist at 945-7747 or visit our website at http://www.familiestogetherinc.org/.
