What's Required

  • Federal Regulations state that the IEP must include a statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child:

    • To advance appropriately toward attaining the annual goals
    • To be involved in and make progress in the general education curriculum
    • To participate in extracurricular and other nonacademic activities To be educated and participate with children with and without disabilities 34 CFR § 300.320 (a) (4)

What We DO

  • The ARD/IEP Committee decides what services are needed to:

    • Enable the student to advance appropriately toward attaining his/her annual goals;
    • Be involved and make progress in the general curriculum (including participation in extracurricular and nonacademic activities);
    • Be educated and participate with non-disabled peers.
      • The IEP must include a statement of needed supplementary aids and services, related services, and special education services to be provided to student or on behalf of the student.
      • These services must be based on peer-reviewed research to the extent practicable.
      • The IEP must contain a statement of any needed program modifications and supports for school personnel that will be provided.
      • The ARD/IEP Committee determines the length of the student’s school day in the IEP.


    Supplementary Areas to be addressed for Students with Autism

    • For a student with autism, there are additional strategies that must be considered, based on peer-reviewed, research-based educational programming practices to the extent practicable.
    • Specifically, the ARD/IEP Committee must consider:
      • Additional social and behavioral strategies, including social skills supports and strategies, positive behavior support strategies, in-home and community-based training, and staff-to-student ratios;
      • Additional instructional strategies, including minimal unstructured time, communication interventions, extended educational programming,future planning
      • Additional services provided on behalf of the student, including parent/family training, and professional educator and staff support.

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