Consideration of Special Factors for IEP Development
707 KAR 1:320 § 5 (2), 34 CFR 300.324 (a)(2)
The ARC addresses each question below and considers these issues in the review and revision of the IEP. Information within the Present Levels statement supports that a special factor exists. The needs or concerns described in Present Levels align with Special Factors.
Behavior
If a student’s behavior impedes his or her learning or that of others, the ARC develops strategies, including positive behavioral interventions, to address the behavior (e.g., Functional Behavior Assessment and Behavior Intervention Plan, behavioral contract, social skills instruction). This question applies to students with any category of disability. The ARC documents the supports in the IEP and indicates the type of service in the “Statement of Devices/Services” section.
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Does the child’s behavior impede his/her learning or that of others? No Yes If Yes, include appropriate strategies, such as positive behavioral interventions and supports in the ‘Statement of Devices /Services’ below. |
Limited English Proficiency
For a student with Limited English Proficiency (LEP), (hereafter English Learner (EL)), according to Kentucky LEP Definition, the ARC considers the language needs from the student’s English Learner Program Services Plan as related to the student’s disability. This question applies to students with any category of disability. This question does NOT pertain to a non-verbal student or a student using American Sign Language.
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Does the child have limited English proficiency? No Yes If Yes, what is the relationship of language needs to the IEP? Describe: |
An IEP for an EL student identifies the student’s unique cultural, linguistic, and home language needs and how those needs are related to the IEP. The ARC should consider the following questions when answering the question, "What is the relationship of language needs to the IEP?”
- Are annual goals appropriate to the student's level of linguistic development and proficiency in that language?
- How can the IEP ensure meaningful access to the general education curriculum through alternative language services and special education services?
- How can the IEP provide cultural relevance in the curricular framework?
- What is the language of instruction designed to meet a student’s needs?
- What accommodations are needed for instruction and testing?
- What language or mode of communication will be used to address the parents/family?
- How do resources of the school need to be configured to support the student’s first and second language needs?
Assistive Technology
This section provides a summary and link to the location of the services identified based on the student’s special factors.
For students who need assistive technology the ARC must determine the type(s) of device(s) and/or amount of services needed. This question applies to students with any category of disability. The ARC documents the assistive technology in the IEP, and indicates the type in the “Statement of Devices/Services” section. See definitions on page 7
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Are assistive technology devices and services necessary in order to implement the child’s IEP? |
If the service or device is not described in the sections listed (SDI, SAS or BIP) then the ARC must check “other” and specify the service or device in the box below.
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Statement of Devices/Services: If the ARC answers Yes to any of the questions above, include a statement of services and or devices to be provided to address the above special factors. See Specially Designed Instruction See Supplemental Aids and Services See Behavior Intervention Plan Other (Specify) |