Understanding the Role of Teachers in Knowledge of IEPs

Individualized Education Plans (IEPs) play a vital role in ensuring that students with special needs receive appropriate accommodations and support. However, the extent to which teachers are aware of IEPs can vary significantly, depending on several factors including the school's policies and the specific responsibilities of each teacher.

General Awareness Among Teachers

Teachers who work with you are generally informed about your IEP to ensure they can provide the appropriate accommodations and support. These teachers typically include special education teachers, case managers, and core subject teachers.

However, it's important to note that not every teacher may have detailed knowledge of your IEP. For instance, a teacher with over 200 students and over 30 with IEPs and 504 plans might not remember all the specific details. Teachers are advised to remind students that they can indicate the use of IEP accommodations by writing it on their work and discussing it privately with the teacher if needed. This way, teachers can take the student's accommodation into account without the student revealing their identity.

Specificity and Confidentiality of IEP Information

Teachers are not expected to know the specifics of every student's IEP, especially if the accommodations do not apply to their class. The IEPs contain detailed information that is specific to each student, and it is considered confidential. Schools have varying policies on how much of this information is shared or accessible to other teachers.

In some schools, hardly anyone sees an IEP, while in others, the IEP may be left on a desk where it is accessible to anyone. The amount of information shared depends on the wishes of the student and their parents. It is crucial that the student takes an active role in ensuring their accommodations are met, as this is their responsibility.

Responsibilities and Limits of Teachers

The administration has the responsibility to inform teachers who need to know about the specific accommodations in the IEP. For example, special education teachers and case managers must be aware of every student's IEP, while regular teachers only need to know the accommodations relevant to their class.

If a teacher is not informed about an accommodation, they may face legal repercussions. Therefore, it is recommended that teachers be involved in the IEP meetings or at least be invited and provided with release time to attend. Additionally, it is unethical for teachers to violate a student's information or disclosure of their IEPs.

Teachers must also remember that some IEP accommodations may be readily apparent to others in the classroom. For example, a student using a laptop for tests or sitting close to the chalkboard might be known to other teachers and students. Push-ups in a Physical Education class, which do not affect a regular English class, are not something the English teacher needs to be aware of.

Conclusion

While teachers are responsible for providing appropriate accommodations based on the IEP, the extent of their awareness can vary. Students should take an active role in ensuring their accommodations are met, and the administration should provide clear guidelines and support for teachers. This helps to create a supportive and inclusive educational environment for all students.