Is it necessary to have an ad hoc committee whenever a student seems to require additional support?
Not necessarily. Students who are vulnerable to being “at-risk” because of transient circumstances (example: medical crisis in the immediate family) may need immediate special services determined jointly by the teacher and the SLSNC, without reference to an ad hoc committee, without formal identification procedures and without generating an Individualized Education Plan (IEP). 5. How is the IEP established? The IEP results from a process initiated by the ad hoc committee. The IEP is established by the principal, following the recommendations retained at the ad hoc committee. In some cases, a non-teaching professional may be invited to join the ad hoc committee. Some students may require diagnostic testing before being identified as belonging to a particular category of disability or handicap, but delays in testing cannot be cited as a justification for delaying the provision of support to the teacher and to the student. The MEQ policy emphasizes intervention at the earliest possible mo
Related Questions
- In addition to the two student learning goals noted above, can faculty require additional learning goals for the DLEs?
- What phones does VoIPnet support? Is any additional equipment necessary to attach those phones to the service?
- What is the maximum ceiling panel span that does not require additional support?
