The Individuals with Disabilities Act (IDEA) requires IEP teams

1. The Individuals with Disabilities Act (IDEA) requires IEP teams to consider the effect of a given disability on a child’s performance and identify each child’s unique strengths, preferences, interests, and needs to develop specially designed instruction. This is what makes special education different from providing general accommodations. Review the “Special Education” and the “Section 300.39 Special Education” topic Resources and describe the three major components that IDEA requires teams to include in the IEP to adequately address specially designed instruction. Explain why you think the law requires teams to explicitly describe specially designed instruction that is different from the instruction provided to all students. In replies to peers, support or refute the ideas presented using the topic Resources, your own research, and specific, real-world examples. 

(Review the “Special Education” and the “Section 300.39 Special Education” topic Resources and describe the three major components that IDEA requires teams to include in the IEP to adequately address specially designed instruction. Explain why you think the law requires teams to explicitly describe specially designed instruction that is different from the instruction provided to all students.)

2.  Once a student meets the requirements for eligibility for services, special education teachers use the characteristics and best practices defined by research and the results of the evaluation and informal measures to plan specially designed instruction. Specially designed instruction may include changes to the content that will be taught, changes to the methodology or instructional strategies used to support the student, and changes to the delivery of instruction. Explain how understanding the characteristics of disability eligibility categories can assist teachers in planning specially designed instruction to meet the unique needs of students. Include a real-world example to support your ideas. In replies to peers provide and discuss additional examples that support the ideas presented. 

(Explain how understanding the characteristics of disability eligibility categories can assist teachers in planning specially designed instruction to meet the unique needs of students. Include a real-world example to support your ideas.)