- Emotional disturbance
- Hearing impairment/deafness
- Intellectual disability
- Multiple disabilities
- Orthopedic impairment
- Other health impairment (such as asthma, attention deficit disorder, attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, Tourette syndrome, and some kinds of acquired brain injuries, etc.)
- Specific learning disability
- Speech/language impairment
- Traumatic brain injury
- Visual impairment (including blindness)
- Developmental delay (ages 3 - 7 only)
- A process based on the student response to scientific, research-based intervention.
- Identification of a severe discrepancy between intellectual ability and achievement.
- A combination of these.
The team (including parents) meets to develop an appropriate program for serving the child. In the team meeting, the student’s educational needs are discussed. The team sets measurable annual goals and short term objectives. Based on the goals, they decide how to best meet the child’s educational needs, including what Special Education and related services and supplementary aids and services will be provided. A number of other factors related to the child’s education must also be considered. The IEP sets forth in writing a commitment of the resources necessary to serve the child. The IEP also serves as an evaluation device and can be modified at any time. The team can reconvene whenever necessary.
The team (including parents) decides upon the placement of the child based upon the program agreed upon in the IEP meeting. The team determines where the services can be delivered. The student must be served in the Least Restrictive Environment (LRE) appropriate for that child.
The team (including parents) meets to evaluate the child’s total program and progress at least yearly. The review meeting is also an opportunity to update the IEP and set new goals. If is the team determines that the child no longer qualifies for Special Education, the child will not continue with the IEP process.
Parents have a right to disagree with the rest of the IEP team at any point in the process, and they have a number of due process (legal) rights, including mediation, that are outlined in the law. These rights are explained in detail in the parents’ rights statement that the school provides.
No later than age 14, the team must include a statement of transition services needed to help the student move from school to post-school activities. Transition services must be provided starting at age sixteen. Identified students with disabilities receive special education and related services in accordance with the Individuals with Disabilities Improvement Education Act (IDEA) through age 22.
Center for Parent Information and Resources (DOE)
A large resource library related to children with disabilities. Parent Centers in every state provide training to parents of children with disabilities. Lists local conferences, support groups, advocacy tips, and suggestions for finding schools and other local services; Department of Education, Office of Special Education.
IDEA Parent Guide (National Center for Learning Disabilities) ( 1.1 MB)
A comprehensive guide for parents on rights and responsibilities under the Individuals with Disabilities Education Act (IDEA 2004). Helps parents determine if their child might be eligible for services, what kind of services to expect, how to request an evaluation, how to develop a plan for services, and what their legal rights are.
Sample Individualized Health Plan (IHP)
Read a sample IHP at the PACER Center website. An IHP has important information about the child's health care needs while in school, and is created by the family, school nurse, and health care providers.
Transition Handbook: From 'No' Where to 'Know' Where ( 1.1 MB)
This handbook, from the Utah Parent Center, is designed for parents of children with disabilities to help them be active participants in developing transition goals and activities as their children transition to adulthood and includes information about steps to transition, graduation, laws, roles of players, transition planning, employment, training, independent living, timelines, advocacy, SSI, health care, guardianship, estate planning, and a directory of related Utah organizations.
National Center on Secondary Education and Transition
Provides information about transition during high school and to opportunities after high school including jobs, vocational education, and college. Provides links to contacts in each state for 1) State Transition Contact, 2) Regional Resource Center Contact, 3) State Director of Special Education, 4) Part B Contact, and 5) State Director or Vocational Rehabilitation.
School Contacts (Utah) ( 75 KB)
A sample page for recording school contact information such as the school nurse, administrators, etc., from a sample care notebook.
See all Educational Advocacy services providers (4) in our database.
See all Preschool/Early Childhood Education services providers (4) in our database.
See all School Districts services providers (34) in our database.
See all Schools for Children with Autism services providers (2) in our database.
See all Schools for the Deaf & Blind services providers (1) in our database.
See all Special Needs Schools, Other services providers (32) in our database.
For other services related to this condition, browse our Services categories or search our database.
|Author:||Gina Pola-Money - 7/2013|
|Content Last Updated:||9/2013|