special education rights and responsibilities - Disability Rights ...

Information on IEP Process
(10) One year before the student turns 18, include a statement that the student
has been informed that special education rights will transfer to the
student at age 18.
[20 U.S.C. Sec. 1414(d); 34 C.F.R. Secs. 300.116 & 300.320; 5 C.C.R. Sec.
3042(b); Cal. Ed. Code Sec. 56345.]
It is important to understand that the major components of the IEP must relate to
each other. State law requires that each IEP show a direct relationship between the
present levels of performance, the goals and objectives, and the specific
educational services to be provided. [5 C.C.R. Sec. 3040(c).] In other words, the
annual goals should be written based on how the student is presently performing in
school and the educational services must be sufficient for the student to make
progress toward meeting the annual goals.
20. Are there any other services or special factors that must be
considered and included in an IEP if appropriate for a student?
Yes. The IEP team must consider, when appropriate:
(1) Strategies, including positive behavioral interventions, and supports to
address the behavior of a student whose behavior impedes his learning or
that of others;
(2) Instruction in Braille and the use of Braille, for a student who is blind or
visually impaired, unless the IEP team determines after an evaluation of
the student’s reading and writing skills, needs, and appropriate reading
and writing media, that this is not appropriate;
(3) Communication needs, and for a student who is deaf or hard of hearing,
consider the student’s language and communication needs, opportunities
for direct communications with peers and professional personnel in the
student’s language and communication mode, academic level, and full
range of needs, including opportunities for direct instruction in the his
language and communication mode;
(4) Whether the student requires assistive technology devices and services;
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