Policy – Category 5000 (Students) BP 5004 – Instructional Planning and the IEP
a. Integrate the child into the general education program, including indications of the nature of each activity and the time spent on the activity each day or week; and b. Support the transition of the child from the special education program into the general education program. J. Specialized services, materials, and equipment for children with low incidence disabilities, consistent with the guidelines pursuant to Education Code § 56136. Development, Review, and Revision of the IEP In developing the IEP, the IEP team shall consider all of the following ( Title 34 of the Code of Federal Regulations § 300.324; Education Code §§ 56341.1 and 56345; Title 20 of the United States Code § 1414(d)(3)(A) ): A. The strengths of the child; B. The concerns of the parents for enhancing the education of their child; C. The results of the initial assessment or most recent assessment of the child; D. The academic, developmental, and functional needs of the child; E. In the case of a child whose behavior impedes his/her learning or that of others, the use of positive behavioral interventions and supports and other strategies to address that behavior; F. In the case of a child with limited English proficiency, the language needs of the child as such needs relate to the child’s IEP; G. In the case of a child who is blind or visually impaired, the need to provide for instruction in Braille and instruction in the use of Braille. However, such instruction need not be included in the IEP if the IEP team determines that instruction in Braille or the use of Braille is not appropriate for the child. This determination shall be based upon an assessment of the child’s reading and writing skills, his/her future needs for instruction in Braille or the use of Braille, and other appropriate reading and writing media; H. The communication needs of the child, and in the case of a child who is deaf or hard of hearing, the child’s language and communication needs, opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level, and full range of needs,
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BP 5004 – Instructional Planning and the IEP
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Desert Mountain Charter Special Education Local Plan Area (DMCS) (rev. 09/18)
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