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An effective transition plan, in the eyes of many, drives middle school students’ and high school students’ IEPs Individualized Education Programs (IEPs). IDEA 2004 highlights post secondary goals and putting in place transition services, including courses of study, to facilitate the students’ movement from high school to post high school ...
An Individualized Education Program (IEP) is a legal document under United States law that is developed for each public school child in the U.S. who needs special education. [1] IEPs must be reviewed every year to keep track of the child's educational progress. [2] Similar legal documents exist in other countries. [3]
At the age of 16, students are required to be invited to IEP meetings to discuss transition services with the IEP team. Transition services can be started earlier if the IEP team deems it necessary, but the student must be invited to the meeting, or appropriate measures must be taken to account for student preference. [24]
The goals that are put into place within an IEP are targeted specifically towards only the student. This focus creates opportunities for learning interventions in everyday routines and activities. [3] The same center that supplies children 0–3 with an IFSP also supplies adults and older children with an Individual Program Plan. [4]
The Individualized Education Program or IEP is a plan determined by a team who develops a set of modifications for the educational program of a special education student. The setting is designed to allow the student to continue progress in the regular curriculum to meet the goals set out by the IEP and to allow students to receive services and ...
The Office of Special Education and Rehabilitative Services (OSERS) is a program of the United States Department of Education. [4] OSERS' official mission is "to provide leadership to achieve full integration and participation in society of people with disabilities by ensuring equal opportunity and access to, and excellence in, education, employment and community living."
The process of advising students is a shared responsibility that can have a significant impact on transition to postsecondary education. Teachers are required to lead, guide and direct students in setting and reaching goals. This can be done through ILP or by day-to-day contact with students.
Because the law does not clearly state to what degree the least restrictive environment is, courts have had to interpret the LRE principle. In a landmark case interpreting IDEA's predecessor statute (EHA), Daniel R.R. v. State Board of Education (1989), it was determined that students with disabilities have a right to be included in both academic and extracurricular programs of general education.