Each public school child who receives special education and related services must have an Individualized Education Program (IEP). The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to improve educational results for children with disabilities. This section includes articles about how to create a useful IEP, understanding the IEP process, and the importance of good communication.
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Teachers and IEP teams: Review the examples of accommodations for testing in this article. They were drawn from 47 states that administer statewide examinations. Accommodations are divided into four categories, when the test is taken (scheduling), where the test is taken (environment), how the test is given (presentation), and how the student answers the questions (response).
For years, educators have known that behavior difficulties can keep students from progressing properly in school. Laws today require educators to not only notice these difficulties, but take action. This article guides IEP team members through the necessary steps to develop a functional behavioral assessment and an appropriate behavior intervention plan. It is important to determine why the students are acting the way they do.