Special Education Resource Room A special education teacher, leading an IEP team, creates an Individualized Education Program (IEP), with individual and meaningful goals, modifications, and adaptations for each student being served in special education. Members of the team who may attend include: parent or other family member, principal, school psychologist, occupational therapist, speech-language therapist, school nurse, reading specialist, classroom teacher, inclusion specialist, and/or resource room teacher. In addition, we welcome other IEP team members who would help create the best IEP possible.
These IEPs are what drive the education and support that each student receives in special education and general education, in academic, social, and/or behavioral growth, and may include modifications and accommodations. These may be received in a general education or special education setting, depending upon the better fit for the student’s needs and IEP goals. Input from all members of the IEP team help create the IEP. The Resource Room is a collaboration between general education, parents, students, special education, and support staff, so that the student can best progress at their educational level.
For eligible students, a plan for appropriate services is written in an Individualized Education Program (IEP). The IEP is relevant for all students from preschool (at least three years of age) through high school graduation or age 26. The aim is to make sure all the requirements for the child's education are fulfilled. The IEP is a contract that is intended to respond to the individual needs of the child and family. The services offered to each child will vary depending on the type, level and severity of the disability. The IEP determines the types of education services and assistance for which the child is eligible. IEP's are transferable between school districts.
Development of the IEP is a group effort among school personnel (e.g., general and special education teacher and an administrator), family members (the parent and the student when appropriate) and other individuals (e.g., physician, social worker, case manager, etc.) who have knowledge or expertise regarding the child. The IEP is reviewed annually and each student receives a thorough re-evaluation every three years. However, if the child is not making expected progress, or if an unexpected event arises, an IEP can be reviewed and revised more frequently.