Pennsylvania Code › Title 22 - EDUCATION › Part I - State Board of Education › Subpart A - Miscellaneous Provisions › Chapter 14 - SPECIAL EDUCATION SERVICES AND PROGRAMS › IEP › Section 14.131 - IEP

Current through Register Vol. 54, No. 28, July 13, 2024
(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.