IDEA requires that specific topics be covered in an IEP meeting. The
IEP team consists of general education teachers, special education
teachers, a psychologist or counselor, administration,
parents/guardians, speech therapist, occupational therapist, and on
occasion, student and student advocate. Often, a special education
teacher serves as a case manager and is responsible for inviting
attendees to the meeting and coordinating the meeting according to
policies and regulations. Effective communication, interpersonal
skills, problem solving skills, and data-driven decision-making are
all prerequisites to facilitating a successful IEP meeting. Often, a
school district will provide a checklist for teams to follow when
developing and discussing the IEP to help ensure all responsibilities
Review the “IEP Checklist.” In a 750-1,000 essay, discuss your future educational role and the steps in the IEP process.
Include the following:
Identify IEP team members, by title, who are mandated to be present under IDEA and those who are optional under IDEA.
Describe the CEC Ethical Principles and Professional Practice Standards and how they guide practice.
Examine legal, ethical, and policy responsibilities within the
checklist and video relating to educational development and
medical/related services for students with disabilities and their
Select skills from the IEP checklist you think will be helpful
for you to perform. How could such a checklist ensure that ethical
principles and practice standards guide your role, including your
responsibilities and expectations as either a general education or
special education teacher, in your future professional practice?