Pop-Up IEP

6. "We’re sorry. We are not going to be able to provide a one-on-one aide to care for your child like you do.” Or “Of course your child will need a personal aide. We can’t expect our teachers to do all that extra work."

Federal Regulations:

Section 300.34(a) Related services.
(a)General. Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. Related services also include school health services and school nurse services, social work services in schools, and parent counseling and training.

Section 300.43 (a)(1) Transition services.
(a) Transition services means a coordinated set of activities for a child with a disability that--

(1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

IDEA 2004 (Public Law 108-446):

Section 601(c)(5)
Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by—
(A) having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible,
(D) providing appropriate special education and related services, and aids and supports in the regular classroom, to such children, whenever appropriate,
(E) supporting high-quality, intensive…professional development for all personnel who work with children with disabilities in order to ensure that such personnel have the skills and knowledge necessary to improve the academic achievement and functional performance of children with disabilities…

Section 602 (33)
‘Supplemental aids and services’ means aids, services, and other supports that are provided in regular education classes or other education-related settings to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate…

Section 614(d)(3)
Development of IEP—
(A)…the IEP team…shall consider—

(i) the strengths of the child; (ii) concerns of the parents for enhancing the education of the their child; (iv) the academic, developmental, and functional needs of the child,

Read the Law

Additional Information

Collabortive effort between the
National Center on Severe and Sensory Disabilities
and the National Organization of Parents of Blind Children