Major life activities, as defined in the Section 504 regulations at 34 C.F.R. 104.3(j)(2)(ii), include functions such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. This list is not exhaustive. Other functions can be major life activities for purposes of Section 504.
The Individualized Education Program (IEP) Required IEP Team Members According to Individuals with Disabilities Education Act (IDEA), the IEP Team must include the following persons: ● the parents of the child; ● at least one regular education teacher of the child; ● at least one special education teacher or, where appropriate, at least one special education provider of the child; ● a representative of the local education agency (LEA) who (a) is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities, (b) is knowledgeable about general curriculum, and (c) is knowledgeable about the availability of resources of the local educational agency; ● an individual who can interpret the instructional implications of evaluation results. This person may be a team member described above; ● at the discretion of the parent or the school system, other individuals who have knowledge or special expertise regarding the child, including related services personnel, as appropriate; and ● the child, when appropriate
IEP Development After the IEP Team determines a child is eligible and in need of special education services, the team develops an Individual Education Program (IEP) to determine the goals and objectives and supplementary aids and services the child needs as indicated by the evaluation, and the place or educational environment where these services will be delivered. The team then determines the time needed in special education to accomplish these goals. The Individualized Education Program must be reviewed at least annually. In general, in developing the child’s Individualized Education Program, the IEP Team shall consider the effects of the disability on the child’s educational performance, strengths and needs of the child based on results of formal and informal evaluations, parent concerns and any other information that applies to the child. The required components are as follows:
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