individualized education program, education, individuals with disabilities education improvement act, IDEA, special education law
The purpose of this article is to review major components of an Individualized Education Program (IEP) from the perspective that the IEP process serves to facilitate inclusive opportunities for students with disabilities. The IEP is a legally binding contractual agreement between a school district and a family, thus it is imperative for the process to be procedurally compliant and completed in a substantively meaningful manner consistent with the six key foundational principles of special education law (Turnbull, Stowe, & Huerta, 2007). An IEP is one of the foundational principles of the Individuals with Disabilities Education Improvement Act (IDEA) of 2004, and this article will primarily focus on three legal criteria needed to develop a meaningful IEP.
Hyatt, K.J., & Perzigian, A. B. (2017). Use of Legally Compliant IEPs for Inclusive Programming. TASH Connections, 42(1), 33–41. https://www.raisecenter.org/wp-content/uploads/2018/06/TASHConnections_IEPs.pdf
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