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Overview of the Rights and Responsibilities of the IEP Team


Parents/Guardians

Regular Education Teacher
  • Attend meetings if student is/may be participating in general education curriculum
  • Provide expertise about general education curriculum, state standards, grade-level expectations, day-to-day instructional environment
Special Education Teacher
  • Participate in IEP meeting, sharing responsibility with team
  • Facilitate IEP development process: chair meeting, facilitate discussion, handle paperwork and documentation
  • Come to meeting prepared with findings of evaluation and proposed recommendations regarding IEP content
  • Explain to parents that proposals are only recommendations
  • Bring drafts of IEP content, take part in discussion with parents
  • Be knowledgeable about special education procedures, teaching strategies, types of accommodations/modifications
School District/Local Education Agency Representative
  • LEA representative must be present at meetings: principal, designee, assistant principal, special education coordinator
  • Superintendentís representative must be present if private placement, authorization of a service involving considerable expense, or prior history of contention is in the situation
  • Be knowledgeable about special education, due process procedures
  • Be authorized to commit school funds/resources to needs of individual student
  • Be responsible for administration and supervision of IEP
  • Seek resolution to conflict through due process hearing if necessary
Qualified Professional
  • Special education teacher or administrative designee, already involved as member of IEP team, specialist involved in eligibility process (school psychologist, social worker, educational diagnostician)
  • Interpret, clarify, discuss any information that was collected through assessments during evaluation process and that is included in current level of performance in IEP
Other Professionals
  • Others can be involved at discretion of school and parents
  • Determination of expertise made by person who invites other
  • Have knowledge of/expertise regarding child
Student
  • Participate in IEP development process
  • Attend IEP meeting by age of 16
  • Have in put into types of services needed to support educational and career goals
  • Increase understanding of disability, better prepare self to advocate for his or her own needs in school or other settings
  • IEP will:
    • Include annual goals for period covered in IEP based on current level of educational performance
    • Include list of services to be provided: who, where
    • Include related services: transportation, occupational therapy, adapted physical education, modifications for classroom participation, testing accommodations
    • Force team to work toward consensus instead of majority rules


Hulett, K.E. (2009). The individualized education program. Legal aspects of special education. (144-163). New Jersey: Pearson Education, Inc.