22 Pa. Code § 14.131 - IEP
(a) In addition to
the requirements incorporated by reference (see
34 CFR
300.320-300.324), the IEP of
each student with a disability must include:
(1) A description of the type or types of
support as defined in this paragraph that the student will receive, the
determination of which may not be based on the categories of the child's
disability alone. Students may receive more than one type of support as
appropriate and as outlined in the IEP and in accordance with this chapter.
Special education supports and services may be delivered in the regular
classroom setting and other settings as determined by the IEP team. In
determining the educational placement, the IEP team must first consider the
regular classroom with the provision of supplementary aids and services before
considering the provision of services in other settings.
(i)
Autistic support.
Services for students with the disability of autism who require services to
address needs primarily in the areas of communication, social skills or
behaviors consistent with those of autism spectrum disorders. The IEP for these
students must address needs as identified by the team which may include, as
appropriate, the verbal and nonverbal communication needs of the child; social
interaction skills and proficiencies; the child's response to sensory
experiences and changes in the environment, daily routine and schedules; and,
the need for positive behavior supports or behavioral interventions.
(ii)
Blind-visually impaired
support. Services for students with the disability of visual
impairment including blindness, who require services to address needs primarily
in the areas of accessing print and other visually-presented materials,
orientation and mobility, accessing public and private accommodations, or use
of assistive technologies designed for individuals with visual impairments or
blindness. For students who are blind or visually impaired, the IEP must
include a description of the instruction in Braille and the use of Braille
unless the IEP team determines, after the evaluation of the child's reading and
writing needs, and appropriate reading and writing media, the extent to which
Braille will be taught and used for the student's learning materials.
(iii)
Deaf and hard of hearing
support. Services for students with the disability of deafness or
hearing impairment, who require services to address needs primarily in the area
of reading, communication, accessing public and private accommodations or use
of assistive technologies designed for individuals with deafness or hearing
impairment. For these students, the IEP must include a communication plan to
address the 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 assistive technology devices and services.
(iv)
Emotional support.
Services for students with a disability who require services primarily in the
areas of social or emotional skills development or functional
behavior.
(v)
Learning
support. Services for students with a disability who require services
primarily in the areas of reading, writing, mathematics, or speaking or
listening skills related to academic performance.
(vi)
Life skills support.
Services for students with a disability who require services primarily in the
areas of academic, functional or vocational skills necessary for independent
living.
(vii)
Multiple
disabilities support. Services for students with more than one
disability the result of which is severe impairment requiring services
primarily in the areas of academic, functional or vocational skills necessary
for independent living.
(viii)
Physical support. Services for students with a physical
disability who require services primarily in the areas of functional motor
skill development, including adaptive physical education or use of assistive
technologies designed to provide or facilitate the development of functional
motor capacity or skills.
(ix)
Speech and language support. Services for students with speech
and language impairments who require services primarily in the areas of
communication or use of assistive technologies designed to provide or
facilitate the development of communication capacity or skills.
(2) Supplementary aids and
services in accordance with 34 CFR 300.42 (relating to
supplementary aids and services).
(3) A description of the type or types of
support as defined in §
14.105 (relating to
personnel).
(4) The location where
the student attends school and whether this is the school the student would
attend if the student did not have an IEP.
(5) For students who are 14 years of age or
older, a transition plan that includes appropriate measurable postsecondary
goals related to training, education, employment and, when appropriate,
independent living skills.
(6) The
IEP of each student shall be implemented as soon as possible, but no later than
10 school days after its completion.
(7) Every student receiving special education
and related services provided for in an IEP developed prior to July 1, 2008,
shall continue to receive the special education and related services under that
IEP, subject to the terms, limitations and conditions set forth in
law.
(b) In addition to
the requirements incorporated by reference in
34 CFR
300.324 (relating to development, review, and
revision of IEP), each school entity shall designate persons responsible to
coordinate transition activities.
Notes
The provisions of this §14.131 amended under sections 1372 and 2603-B of the Public School Code of 1949 (24 P. S. §§ 13-1372 and 26-2603-B).
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