Add Accommodations (from existing lists)
 

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NICHCY IDEA 97 Issues, Compliance, Questions and Answers

The Add Accommodations Page allows for the entry of single or multiple accommodations for a selected Accommodation area.  The user need only

NOTE: It is recommended that the participation areas be selected first to allow all needed sections to be Accessable on the Accommodations Page .  To edit the participations for the selected student, click once on the Edit Participations Button. Select Participations and click once on the Update the Database Button

Once the participations are chosen, each area will have its own section on the page where accommodations (listed and custom) may be added and/or deleted.

If there is an accommodation that is not on the list, and, that you feel would benefit the School System to add to the list, contact your Special Education administrator.

Clicking on the Add Accommodations(s) from List Button takes you to the Add Accommodation(s) Page.  You will see the Accommodations(s) Area drop down box at the top of the page.  Accommodations are organized into areas.  Select the Accommodation Area from the Accommodation Area drop down list.  This will display a list of Accommodations for the selected Accommodation Area.  Select the appropriate Accommodations from the list and click on the checkbox to the left of the Accommodation.

When you are finished selecting the Accommodations, click the Update the Database Button.  This will take you back to the Accommodation Page.

There have been changes in the way the Add Accommodations Page works in this version.  The ability to select multiple accommodations is made easier and all select objective functions are on one page.

The following fields (data input areas) are located on this page:

The following link will take you to the specific step-by-stephelp page for entering data into the fields:

Adding Accommodation Information fromLists

This NICHCY document is arranged using the Table of Contents below.  This document (in whole or in part) may be printed out using your browser's print function.

Table of Contents (Links) - Major document categories are in bold type.  Subsections of the major document categories are in regular type underneath.

Individualized Education Programs (IEPs)
Definitions
Purpose of the IEP
IEP Requirements
Key to Abbreviations
State Educational Agency Responsibility
Who is responsible for ensuring the development of IEPs for children with disabilities served by a public agency other than an LEA?
When individualized education programs must be in effect.
In requiring that an IEP be in effect before special education and related services are provided, what does "be in effect" mean?
How much of a delay is permissible between the time an IEP of a child with a disability is finalized and when special education is provided?
For a child with a disability receiving special education for the first time, when must an IEP be developed before placement or after placement?

Meetings
What is the purpose of the 30 day timeline?
Must IEPs be reviewed or revised at the beginning of each school year?
How frequently must IEP meetings be held and how long should they be?
Who can initiate IEP meetings?
May IEP meetings be tape-recorded?

Participants in Meetings
Who can serve as the representative of the public agency at an IEP meeting?
Who is the representative of the public agency if a child with a disability is served by a public agency other than the SEA or LEA?
If a child with a disability is enrolled in both regular and special education, which teacher should attend the IEP meeting?
If a child with a disability in high school attends several regular classes, must all of the child's regular teachers attend the IEP meeting?
If a child's primary disability is a speech impairment, must the child's regular teacher attend the IEP meeting?
If a child is enrolled in a special education class because of a primary disability, and also receives speech-language pathology services, must both specialists attend the IEP meeting?
When may representatives of teacher organizations attend IEP meetings?
When may a child with a disability attend an IEP meeting?
Do the parents of a student with a disability retain the right to attend the IEP meeting when the student reaches the age of majority?
Must related services personnel attend IEP meetings?
Are agencies required to use a case manager in the development of the IEP of a child with a disability?
For a child with a suspected speech impairment, who must represent the evaluation team at the IEP meeting?

Parent Participation
What is the role of the parents at an IEP meeting?
What is the role of a surrogate parent at an IEP meeting?
Must the public agency let the parents know who will be at the IEP meeting?
Are parents required to sign IEPs?
If the parent signs the IEP, does the signature indicate consent for initial placement?
Do parents have the right to a copy of their child's IEP?
Must parents be informed at the IEP meeting of their right to appeal?
Does the IEP include ways for parents to check the progress of their children?
Must IEPs include specific checkpoint intervals for parents to confer with teachers and to revise or update their children's IEPs?
If the parents and agency are unable to reach agreement at an IEP meeting, what steps should be followed until agreement is reached?

Content of Individualized Education Program
What should be included in the statement of the child's present levels of educational performance?
Why are goals and objectives required in the IEP?
What are annual goals in an IEP?
What are short term instructional objectives in an IEP?
Should the IEP goals and objectives focus only on special education and related services, or should they relate to the total education of the child?
Should there be a relationship between the goals and objectives in the IEP and those that are in instructional plans of special education personnel?
When must IEP objectives be written before placement or after placement?
Can short term instructional objectives be changed without initiating another IEP meeting?
Must the IEP include all special education and related services needed by the child or only those available from the public agency?
Is the IEP a commitment to provide services i.e., must a public agency provide all of the services listed in the IEP?
Must the public agency itself directly provide the services set out in the IEP?
Does the IEP include only special education and related services or does it describe the total education of the child?
If modifications are necessary for a child with a disability to participate in a regular education program, must they be included in the IEP?
When must physical education (PE) be described or referred to in the IEP?
If a student with a disability is to receive vocational education, must it be described or referred to in the students' IEP?
Must the IEP specify the amount of services or may it simply list the services to be provided?
Must the IEP of a child with a disability indicate the extent that the child will be educated in the regular educational program?
Can the anticipated duration of services be for more than twelve months?
Must the evaluation procedures and schedules be included as a separate item in the IEP?
Is it permissible for an agency to have the IEP completed when the IEP meeting begins?
Is there a prescribed format or length for an IEP?
Is it permissible to consolidate the IEP with an individualized service plan developed under another Federal program?
What provisions on confidentiality of information apply to IEPs?

Private School Placements by Public Agencies
If placement decisions are made at the time the IEP is developed, how can a private school representative attend the meeting?

Children with Disabilities in Parochial or Other Private Schools
Individualized Education Program Accountability
Is the IEP a Performance Contract?
Readings and Resources

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