The IEP team must consider your child’s strengths, the parents’ concerns for their child’s education, and the following “special factors” when developing the IEP.
- If a child has limited English proficiency, the language needs of the child, as they relate to the IEP
- If a child is blind or visually impaired, instruction in Braille must be provided, unless the team determines that it would be inappropriate
- The communication needs of the child must be considered. For a child who is deaf or hearing impaired, that includes the opportunity for direct communication with peers and staff and for instruction in the child’s mode of communication and at the child’s academic level.
- The child’s need for assistive technology devices and services are to be considered.
- If a child’s behavior impedes his/her learning, or that of others, appropriate strategies, including positive behavioral interventions, strategies, and supports to address the behavior need to be implemented
If anyone on the IEP team has concerns regarding the behavior of a child with a disability, a functional behavioral assessment should be requested as part of an initial or reevaluation, to ensure the team has appropriate information to develop/revise the IEP. For more information on behavior and the IEP.