Guidelines for Making Decisions about IEP Services

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Guidelines for Making Decisions about IEP Services

• IEP Services 1 of 8
• Introduction and Overview

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This series of slide shows is based
onGuidelines for MakingDecisions about IEP
Services2001Michael F. Giangreco,
Ph.D.University of Vermont, Center on Disability
and Community InclusionThis document is
available in a pdf (portable document format) on
the internethttp//www.uvm.edu/uapvt/iepservices
/http//www.state.vt.us/educ/Cses/sped/main.htm
Distributed by theVermont Department of
EducationFamily and Educational Support
TeamMontpelier, VermontDevelopment of this
material was supported by a grant from the
Vermont Department of Education, Montpelier,
Vermont under the auspices of Vermont Act 117 An
Act to Strengthen the Capacity of Vermonts
Education System to Meet the Needs of All
Students, Section 7 (d) (5).
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Purpose

• This series of slides shows is designed to offer
  guidance for making decisions about IEP services
  for students with disabilities who are eligible
  for special education.
• IEP services refer to special education services
  and related services (e.g., occupational therapy,
  physical therapy, psychological services).

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• The guidelines presented here are based on the
  IDEA and research-based practices.
• They are designed to help IEP teams make
  thoughtful, comprehensive decisions supporting
  the education of students with disabilities, and
  enable them to consider several important factors
  before, during, and after reaching those
  decisions.
• An overview is provided later in this slide show
  on Table 1.

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Audience

• People who make special education and related
  services decisions for students with disabilities
  
• These include students with disabilities and
  their parents or guardians, special and general
  educators, related services providers, school
  administrators, and others

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Importance

• Teams without a shared approach to
  decision-making may be working at cross-purposes.
  
• The result can be gaps or overlaps in services,
  contradictory recommendations from service
  providers, conflicts among team members, and
  educational plans that are fragmented and
  disjointed.

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These problems can interfere with students
receiving needed educational supports, compromise
relationships between families and school
personnel, and may waste valuable resources.
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WhatsNext?

• The guidelines that follows are divided into
  three main sections.
• Each section offers information, ideas, or
  questions that can be utilized before, during,
  and after making decisions about IEP services.
• Each section includes subcategories as presented
  in Table 1.

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Here is a list of the remainingslide shows in
this series

• 2 of 8 Background and Legal Context
• 3 of 8 Team Practices
• 4 of 8 Learn About the Student Learn About the
  Context
• 5 of 8 Determine the Special Education Services
• 6 of 8 Some students with IEPs May Need Related
  Services
• 7 of 8 Decide What Before How
• 8 of 8 Implement the Special Education Services
  
• Evaluate the Impact of the Services

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Open the next slide show

• Open the next slide show labeled
• IEP Services 2 of 8
• Slide show 2 of 8 addresses, Background and Legal
  Context