The distribution
of a student’s IEP information is limited and often
incomplete. Regular teachers may not have access to special
education student goals or the knowledge this student is attending
their class. Unless all teachers are aware of the IEP, participation
in the student’s education is limited, yielding limited
results. Tracking
of IEP progress or meetings is made difficult when the current
paper process undergoes changes, whether due to legislation
or local policies. These changes can also affect the requirements
of the information contained in the IEP. Combined
with the large number of students with special needs (over
6 million in the US) causes an extensive amount of paperwork
and time. The lack
of a centralized database with student IEP information leads
to repetition when filling out paperwork.
The distribution
of a student’s IEP information is limited and often
incomplete. Regular teachers may not have access to special
education student goals or the knowledge this student is attending
their class. Unless all teachers are aware of the IEP, participation
in the student’s education is limited, yielding limited
results.