Who is NOT typically part of the team that develops an IEP?

Who is NOT typically part of the team that develops an IEP?

• A. A general education teacher
• B. A special education teacher
• C. A member from the school board
• D. The child's parents

Answer: (C)

The team that develops an Individualized Education Program (IEP) usually consists of various stakeholders involved in the child's education. This team commonly includes a general education teacher, a special education teacher, and the child's parents, among others. Each of these members brings a unique perspective and expertise that contribute to creating a tailored educational plan that meets the child's specific needs. The role of a general education teacher is crucial as they provide input on the child's performance in the general classroom environment. A special education teacher identifies specific educational strategies and accommodations that will assist the child. Parents are essential advocates for their child, contributing valuable insights about their abilities, challenges, and personal experiences. In contrast, a member from the school board is typically not directly involved in the IEP development process. The school board governs the educational policies and budgets but does not participate in the individualized planning for a specific student's educational needs. Thus, this option is correct, as the school board member's role is more administrative rather than collaborative in the context of IEP team development.

The team that develops an Individualized Education Program (IEP) usually consists of various stakeholders involved in the child's education. This team commonly includes a general education teacher, a special education teacher, and the child's parents, among others. Each of these members brings a unique perspective and expertise that contribute to creating a tailored educational plan that meets the child's specific needs.

The role of a general education teacher is crucial as they provide input on the child's performance in the general classroom environment. A special education teacher identifies specific educational strategies and accommodations that will assist the child. Parents are essential advocates for their child, contributing valuable insights about their abilities, challenges, and personal experiences.

In contrast, a member from the school board is typically not directly involved in the IEP development process. The school board governs the educational policies and budgets but does not participate in the individualized planning for a specific student's educational needs. Thus, this option is correct, as the school board member's role is more administrative rather than collaborative in the context of IEP team development.