The individualized education program (IEP) was the primary component of Part B of the Education for All Handicapped Children Act of 1975. Through the Individuals with Disabilities Education Improvement Act (IDEA 2004), the IEP has continued to direct the educational needs, goals and objectives, placement, evaluation criteria, present levels of educational performance, and duration of programming modifications for students receiving special education services (Drasgow, Yell, & Robinson, 2001; 20 U.S.C. § 1400). The IEP functions as the blueprint for services to be provided for students, as IEP regulations identify meeting dates, parental and student consent and accountability, as well as responsibilities of educational agencies (Huefner, 2000).
"Educator Perceptions toward the IEP Meeting,"
Academic Leadership Journal: Vol. 7
, Article 12.
Available at: http://scholars.fhsu.edu/alj/vol7/iss4/12