Meeting the Requirements of IDEA: A Checklist
Kathleen M. Whitbread, Ph. D., Reprinted from
The Inclusion Notebook, Summer 2000Since special education services are determined by the child’s IEP, it is crucial to develop a program
that addresses the child’s needs while complying with the law.This checklist is designed to help teachers and other team members plan effective, legal educational programs
for children with disabilities.Is the Student Receiving a
Free, Appropriate Education?
The program includes a variety of educational programs and services in addition to academic instruction; for example, music, art, industrial arts, vocational education.
The program is provided at no cost to parents.
Appropriate related services are provided; for example, transportation, speech services, psychological services, physical therapy, social work, mobility.
Is the Program Provided in the
Least Restrictive Environment?
The child is attending the school he would have attended if he were born without a disability.
The student takes part in non-academic and curricular activities with non-disabled students, such as clubs, athletics, health services, employment activities.
Placement decisions are made annually.
Placement decisions are made according to the child’s educational needs and not administrative convenience.
The staff at the child’s school has received adequate training to meet the child’s learning needs.
Was there a Comprehensive and
Accurate Assessment of the Child?
A complete individual evaluation was conducted before providing special services.
Parental permission to evaluate was obtained.
Evaluation materials and procedures were bias-free.
Testing was administered in the child’s native language.
A multidisciplinary group, including a teacher or specialist who is knowledgeable about the suspected disability, conducted evaluations.
If the parents disagreed with the evaluation, they were informed of their right to an independent evaluation at public expense.
The child is re-evaluated at least once every three years.
Does the Child have an Effective
Individualized Education Plan?
The IEP team includes:
The parents;
A regular education teacher;
A special education teacher;
An administrative representative who is knowledgeable about the general curriculum and the availability of resources;
Someone who can interpret the evaluation results such as people who know the child well and/or have expertise regarding the child;
If appropriate, the child.
The IEP contains the following necessary
components:The child’s present level of performance;
A statement of how the level of performance affects the child’s progress in the general curriculum;
Measurable annual goals and short-term objectives;
Special education services, supplementary aids and program modifications and supports;
An explanation of the extent to which the child will not participate in general education;
Modifications needed for state- and district-wide assessments;
If the team decides that the child will not participate in state and district assessments, an explanation of why plus a statement of how the child will be assessed;
Projected date for the beginning of services;
If the child is age 14 or older, a transition plan;
A statement of how progress toward each goal will be measured.