To ensure students with disabilities have access to a free and appropriate public education (FAPE).

To provide financial assistance to families of students with disabilities.

To train teachers and other professionals who work with students with disabilities.

To conduct research on the causes and prevention of disabilities.

Autism, Deaf-blindness, Emotional disturbance, Hearing impairment, Intellectual disability, Multiple disabilities, Orthopedic impairment, Other health impairment, Specific learning disability, Speech or language impairment, Traumatic brain injury, Visual impairment

Autism, Deaf-blindness, Emotional disturbance, Hearing impairment, Intellectual disability, Multiple disabilities, Orthopedic impairment, Specific learning disability, Speech or language impairment, Traumatic brain injury, Visual impairment

Autism, Deaf-blindness, Emotional disturbance, Hearing impairment, Intellectual disability, Multiple disabilities, Orthopedic impairment, Other health impairment, Specific learning disability, Speech or language impairment, Visual impairment

Autism, Deaf-blindness, Emotional disturbance, Hearing impairment, Intellectual disability, Multiple disabilities, Orthopedic impairment, Other health impairment, Speech or language impairment, Traumatic brain injury, Visual impairment

A written document that describes a student's educational needs and how those needs will be met.

A plan for how a student will be evaluated for special education services.

A report that summarizes a student's academic progress.

A list of accommodations and modifications that a student will receive in the classroom.

To attend IEP meetings and participate in the development of the IEP.

To provide information about their child's strengths and needs.

To consent to the IEP.

All of the above.

To develop and implement the IEP.

To provide instruction and support to the student.

To monitor the student's progress and make adjustments to the IEP as needed.

All of the above.

To provide a free and appropriate public education (FAPE) to students with disabilities.

To develop and implement policies and procedures for the identification, evaluation, and placement of students with disabilities.

To provide training and support to teachers and other professionals who work with students with disabilities.

All of the above.

To develop and implement policies and procedures for the identification, evaluation, and placement of students with disabilities.

To provide funding for special education services and supports.

To monitor school districts' compliance with IDEA.

All of the above.

To provide funding for special education services and supports.

To develop and implement policies and procedures for the identification, evaluation, and placement of students with disabilities.

To monitor states' compliance with IDEA.

All of the above.

The setting that is most similar to the general education classroom.

The setting that is most appropriate for the student's individual needs.

The setting that is least expensive for the school district.

The setting that is most convenient for the student's family.

To help students with disabilities prepare for life after high school.

To help students with disabilities transition from one school to another.

To help students with disabilities transition from one grade to another.

To help students with disabilities transition from one classroom to another.

At the beginning of the student's junior year of high school.

At the beginning of the student's senior year of high school.

At the beginning of the student's last year of school.

At the beginning of the student's first year of college.

A statement of the student's present levels of performance.

A statement of the student's goals for the future.

A description of the services and supports that the student will need to achieve their goals.

All of the above.

The student's IEP team.

The student's parents.

The student's teachers.

The student's counselor.

To resolve disputes between parents and school districts regarding the identification, evaluation, or placement of a student with a disability.

To determine whether a student is eligible for special education services.

To develop an IEP for a student with a disability.

To review a student's progress in special education.

The parents of a student with a disability.

The school district.

The student.

An advocate for the student.

To listen to the evidence and make a decision.

To mediate the dispute between the parents and the school district.

To develop an IEP for the student.

To review the student's progress in special education.