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1. Revises language regarding members of the IEP team.
The term “IEP team” means a group of individuals composed of:
  • The parents of a child with a disability;
  • Not less than one regular education teacher of such child (if the child is, or may be, participating in the regular education environment);
  • Not less than one special education teacher, or where appropriate, not less than one special education provider of such child;
  • A representative of the local education agency (LEA) who is: qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities; knowledgeable about the general education curriculum; and knowledgeable about the availability of resources of the LEA;
  • An individual who can interpret the instructional implications of evaluation results, who may be a member of the team described above;
  • At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
  • Whenever appropriate, the child with a disability.

Dialogue Starter - Cross-stakeholder

Reaction Questions

  1. In your view, what roles could be descried as “special education provider”?

  2. In your experience, how do different roles contribute to the functioning of the IEP team?

  3. What processes seem to facilitate a collaborative, non-judgmental atmosphere among the IEP team members?

  4. How do team dynamics change as the size of the IEP team changes?

  5. In your view, does size of the IEP team impact IEP development?

Application Questions

  1. Given that the IEP team can include a broad range of expertise, how might community members (e.g., Sunday school teacher, YMCA program coordinator), who have knowledge of the child’s needs support successful integration for the child across a variety of environments: school-family-community?

  2. What type of community awareness program might be necessary to begin this partnership?

  3. In what ways might a team member who serves a dual role (i.e., teacher who assumes role of LEA representative and general education teacher) impact the development of an IEP?

  4. What processes might be in place to accommodate very large IEP teams?

    These questions were developed by the following stakeholders working together:

    Role: Early Childhood Professional & Advocate
    Location: Maryland
    Role: Higher Education
    Location: South Carolina
    Role: Related Services Provider
    Location: New Jersey
    Role: Parent Training & Information Professional
    Location: California
    Role: Parent
    Location: New Mexico