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Describe the IDEA's general procedural requirements.
List and describe four of the special factors or cosiderations that must be addressed in a
student's IEP.
Summarize the U.S. Department of Education's Dear Colleague letters on bullying.
Why is it important that all teachers involved in the implementation of a student's IEP
understand what is required of them. How can IEP team members help to ensure this
happens.
Briefly discuss the three components of FAPE.
What is progress-monitoring? Why is it important to the IEP process?
What actions can a school district take to avoid liability for student injury?
IDEA 2004 defined a highly qualified special education teacher according to the
standards developed in NCLB. List and briefly explain the three requirements that a
highly qualified special education teacher must meet.
Why is it not advisable to use IEP plans for students who are not IDEA eligible?
Briefly discuss predetermination. How can IEP teams avoid predetermination?
Describe the four major parts of the IDEA and their purposes.
The IDEA details specific requirements that must be followed in assessing a student for
special education. List and explain some of the major procedural requirements when
conducting a special education assessment.
Identify and explain some responsibilities that the text discussed that school districts
should meet with respect to duty to protect and standard of care.
Describe procedural and substantive due process when applied to discipline in the
schools.
What is the IDEA's due process hearing procedure? Describe the hearing process. What
powers do hearing officers have in educational decision-making? Can the losing party
file an appeal?
Briefly describe the how state education statutes and the IDEA interacted.
