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In the last lesson you learned about the importance of writing legally correct and educationally useful IEPs. The purposes of an IEP document and the meetings in which the IEP team creates the IEP were explained. You also learned about the required components of IEPs and additional factors the IEP team must consider for an individual child.
In this lesson you will learn about a parent's roles and responsibilities as outlined by IDEA. In particular, the parents of a child with a disability are expected to be equal participants along with school personnel, in developing, reviewing, and revising the IEP for their child. This is an active role in which the parents (1) provide critical information regarding the strengths of their child and express their concerns for enhancing the education of their child; (2) participate in discussions about the child's need for special education and related services and supplementary aids and services; and
(3) join with the other participants in deciding how the child will be involved and progress in the general curriculum and participate in State and district-wide assessments, and what services the agency will provide to the child and in what setting.
Good communication and trust between parents and school personnel is essential to the IEP process. In this lesson techniques for fully including parents in the IEP process in a way that facilitates effective communication and trust will be presented.
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