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 are met.

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:

1. Identify IEP team members, by title, who are mandated to be present under IDEA and those who are optional under IDEA.
2. Describe the CEC Ethical Principles and Professional Practice Standards and how they guide practice.
3. 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 families.
4. 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?

Within your essay, cite the “IEP Checklist,” CEC Ethical Principles and Professional Practice Standards, and 2-3 scholarly resources.

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