IDEA 2004

    IEP  must include statements of  how the student will be involved in  and how the disability affects   involvement and progress in the general curriculum
    annual goals, including academic and functional, designed to meet child needs that result from disability   (must have benchmarks or short term objectives for students taking alternate assessment)
    related services and appropriate supplementary aids and services, program, or supports for school personnel that will provided for the child
    IEP team must include at least one regular education teacher that must be about the general curriculum and availability of resources, and at least one highly qualified special education teacher
    IEP must include an explanation of why, if the student will not participate in the regular class
    student cannot be removed  from general education classroom solely because of the need for modifications
    In order for a special education teacher to be highly qualified he/she must (1) have obtained full State certification as a special education teacher or have passed a State special education teacher licensing examination and hold a license to teach as a special education teacher in the State; (2) have not had special education teacher certification or licensure waived; and (3) hold at least a bachelor’s degree. Moreover, special education teachers must demonstrate subject matter competence in accordance with the requirements for new and veteran elementary, middle and high school teachers under NCLB.   (See Highly Qualified Guidance Document for more information and updates.)
Last Modified on November 30, 2018