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The level of disability must be able to influence the learning ability. The eligibility test requires the statement on the current academic performance of the child indicating the effect of the disability on the learning 0progress of the child. IDEA 2002 emphasizes on the need for education providers to develop an IEP that conforms to the needs of every student who has specific needs within the eligibility tests and regulations of the state with regard to disability (Weishaar, 2001). All areas of suspected disability are evaluated by the school to see if they meet the threshold under the IDEA guidelines. After the evaluation, the school meets the respective parents to undertake the review of the collected disability results and influence the students’ learning. It is the collective responsibility of the school, and parents to determine whether the student requires significant education services. Thereafter, a team is constituted to develop the IEP plan. The team will use the results obtained in the evaluation stage to draft a relevant IEP that responds to the needs (Weishaar, 2001) of the intended students. The team developing the IEP should be made up of the student’s parents or guardians, case manager or exceptional education teacher, the student. In addition, at least of the regular education teachers, a person with knowledge about the availability of the school resources can support the intended learning (Weishaar, 2001).
The team then drafts the plan by initially identifying the student’s personal information. The team then uses the full individual evaluation (FIE), in order to establish the current level of the student’s academic performance and specific academic services needed by the student. The evaluation information is significant in identifying the academic strength of the student. The functional needs of the student must be
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(“Workbook Summary for Individualized Education Programs Coursework - 1”, n.d.)
Retrieved from https://studentshare.org/education/1611897-workbook-summary-for-individualized-education-programs
(Workbook Summary for Individualized Education Programs Coursework - 1)
The goal of the article is to highlight the importance of peripheral vision within organizations and provide readers with guidance in the development and analysis of these peripheral zones. The authors assert that many managers interpret the data set before them but fail to look beyond the obvious things.
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As the study, Individualized Education Policy, declares having found that the claims by the parents are valid, documenting will be done; both audio and written. Witness statements will be taken regarding teachers’ failure to follow the policy. This will act as reference if and when the record is needed by the school district committee.
The author suggests that there must be an agreement between the parent and the school agreeing that that member should not attend the meeting. Another requirement is when a member of the ARD committee does not attend the meeting and his expertise is needed in the meeting he must write a letter to the school.
The basic pre-academic skills also help the children in terms of adapting to the varied environment within which they are provided with teaching lessons. Understanding the necessity of such program, multiple forms of basic
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