This module will introduce students to the 1997 Amendments to the Individuals with Disabilities Education Act (IDEA) and the 1999 Federal IDEA Regulations relative to the Individualized Education Program (IEP). The composition and responsibilities of the members of the IEP Team (Admission & Release Committee [ARC] in Kentucky) will be emphasized. Of particular interest in this module will be the issue of "related services". Participants will examine brief case studies and recognize the various sources of information to be accessed when developing an IEP.

1. Increase knowledge base of IDEA regulations relating to the IEP and the issue of related services.
2. Analyze information presented in brief case studies and recognize the various sources of information to be accessed when developing an IEP.
3. Create a document (pamphlet, brochure or formal letter) that describes the responsibilities and duties of each of the required participants of an IEP team.

1. Increase knowledge base of IDEA regulations relating to the IEP and the issue of related services.
2. Analyze information presented in brief case studies and recognize the various sources of information to be accessed when developing an IEP.
3. Create a document (pamphlet, brochure or formal letter) that describes the responsibilities and duties of each of the required participants of an IEP team.

1. Increase knowledge base of IDEA regulations relating to the IEP and the issue of related services.
2. Analyze information presented in brief case studies and recognize the various sources of information to be accessed when developing an IEP.
3. Use high and low tech communication methods to work collaboratively with other individuals to develop the related services component of an IEP based on one of 5 cases in this module and knowledge gained in modules such as module 2, 3 and 4.
4. Use threaded discussion capabilities to interact with other individuals, faculty, staff and/or module developer.
5. Create a document (pamphlet, brochure or formal letter) that describes the responsibilities and duties of each of the required participants of an IEP team.

Finally, after experiencing a number of other modules dealing with a range of related services, and working within interstate groups, the participants will develop, for their case, the related services component of an IEP. Student groups will also prepare a pamphlet, brochure, or formal letter describing the responsibilities and duties of the participants of an IEP team.

The student will:

1. Become aware of the multiple steps involved in securing special services for a child
2. Understand the makeup and responsibilities of each member of the ARC/IEP Team
3. Understand the components of an IEP
4. Discover the relevant components of the IDEA and Federal Regulations that support the IEP
5. Experience interpreting elements of a case study to design support for including relevant related services in an IEP
6. * If this module is "bundled", the above should incorporate some components or acknowledge consideration of the information shared in the three other IDEAL modules

1. Read and analyze the information contained in the section titled Background Information.
    
2. Explore and utilize the information in the section titled Online Resources.
   (You can choose to access additional resources in other formats as well.)
    
3. Produce Artifacts:
   1. The following components of an IEP (to be presented online if done as a group assignment, or in a format specified by your instructor, or make your own notes as an individual.):
      1. describe present level of functioning in areas such as communication, social/behavioral needs, recreation or leisure components
      2. annual goal(s) or justification for including related services reflecting the above areas
      3. description of needed related service and possible providers
   2. A "public document" (letter, pamphlet, or brochure) for parents, regular/general education teachers, and students participating in an ARC/IEP Team meeting, which will state:
      1. the legal basis for their participation
      2. the roles and responsibilities of each
      3. information each should be prepared to "bring to the table"

NOTE: If you are completing the above events as part of a group, these products may be the result of group work; products may be submitted in hard copy or via E-mail. Each group should be prepared to submit the development of their case to the whole assembly "on-line".