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روان شناسی و مشاوره::
برنامه آموزش فردی
L. 94-142; see Chapter 3) has been the requirement that an individualized education program (IEP) be written for each eligible student.
The team that develops the IEP
An IEP must include (a) a statement
IEP plan must contain the appropriate accommodations in order for them to be used in
Counselors should make it clear to the student's IEP team that this
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علوم اجتماعی و جامعه شناسی::
برنامه آموزش فردی شده
transportation, and such developmental, corrective, and other suppor- tive services (including speech-language pathology and audiology ser- vices, interpreting services, psychological services, physical and occu- pational therapy, recreation, including therapeutic recreation, social work services, school nurse services designed to enable a child with a disability to receive a free appropriate public education as described in the individualized education program of the child, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services, except that such medical services shall be for diagnostic and evaluation purposes only) as may be required to assist a child with a disability to benefit from special education, and includes early identification and assessment of disabling conditions in children
Traditionally, RSPs have played vital roles to support students in spe- cial education via each student's individualized education program (IEP), which is defined by federal and state law as a written plan or program developed by the school's special education team with input from the parents that specifies the student's academic goals and the methods of obtaining these goals.
Although national data are lacking regarding the precise numbers of stu- dents with IEPs who receive at least one RSP as part of their IEPs, the
IEP Reviews A review of approximately 3 percent of the special education population's IEPs for students receiving at least one of the related services under review are typically conducted in terms of (1) their internal consistency, or the extent to which the elements of the document are mutually supporting and thus "paint" a cohesive profile of the individ- ual; (2) whether interventions are sound and adhere to accepted standards of practice; and (3) the degree to which the goals and benchmarks are measurable and support educational needs.
Uniformity of Eligibility and Exit Decisions The aforementioned review of the IEPs are conducted across the variables of age, school, and educational disability.
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