When the IEP meeting rolls around to considering the special factors, the team might begin by asking: The IEP team must determine if any of these factors are relevant for the child and, if so, address the factor in the child’s IEP. (v) Consider whether the child needs assistive technology devices and services.
Blind write to direct full#
(iv) Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child’s language and communication needs, opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child’s language and communication mode and (iii) In the case of a child who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP Team determines, after an evaluation of the child’s reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child’s future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child (ii) In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child’s IEP (i) In the case of a child whose behavior impedes the child’s learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior IDEA’s regulations for considering these special factors appear at §300.324(a)(2)(i)-(v) and read as follows: The discussion below will highlight the importance of these special factors in the education of children with disabilities and the need for individualized consideration of these factors in IEP development and revision. The Individuals with Disabilities Education Act ( IDEA) lists five special factors that the IEP team must consider in the development, review, and revision of each child’s IEP. Read IDEA’s exact words.
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![blind write-to-direct blind write-to-direct](https://i.ytimg.com/vi/zVIGLdGpoio/maxresdefault.jpg)
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Do any of the 5 special factors apply to the student?