Procedural and Substantive Requirements in IEP Development
In 1975, the Education for All Handicapped Children Act I mandated that learners with disabilities receive free, appropriate public education. According to the IDEA, an individualized education program (IEP) process must entail substantive and procedural requirements that schools should follow. These necessities form the basis for establishing and implementing an individualized FAPE for a learner. Therefore, procedural requirements are provisions of the Individuals with Disabilities Education Act (IDEA) that force institutions to follow the parameters of the law when establishing an IEP. They also highlight the specific process that schools must adhere to, like obtaining written informed consent from the learner’s parents before evaluating the learner. Secondly, fielding an IEP team entails members as needed by the IDEA and developing an IEP with all the constituents required by the IDEA.
In contrast, substantive requirements are the contents of a learner’s special education program that compels institutions to give an education that confers a significant educational advantage to a learner. Therefore, the substantive requirement ensures the IEP content has a current level of academic attainment and measurable annual goals and functional performance are written in a manner that enables learners to make progress in light of their circumstances. Yell et al. (2013) affirm that the vital determinant in cases or hearings involving the substantive standards of IDEA is whether the learner makes educational progress. Disappointingly, substantive and procedural requirements are unclear and mostly misunderstood. However, the most common and noticeable distinction is that substantive requirements are much more about the learner’s educational needs and achievements, while procedural requirements are about the needs the school and the individualized education program (IEP) team must ensure they meet for the child to progress academically.
Reference
Yell, M. L., Meadows, N. B., Drasgow, E., & Shriner, J. G. (2013). Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders. Boston, MA: Pearson.
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Procedural and Substantive Requirements in IEP Development
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