|FROM:||Rebecca H. Cort|
Individualized Education Program Diploma – Announcement of Public Policy Discussion Groups
At their July 2008 meeting, the Board of Regents discussed the individualized education program (IEP) diploma for students with disabilities and recommended that the State Education Department seek public comment on the continuation or modification of policy relating to this diploma to address concerns raised by parent and student advocacy organizations, members of the Commissioner’s Advisory Panel for Special Education Services and others that:
- Data show a greater than expected percent of students with disabilities exiting school with IEP diplomas.
- A decision by the Committee on Special Education (CSE) that the student is expected to achieve an IEP diploma often results in lower expectations for that student.
- Too often, the decision about the type of diploma the student is expected to achieve is made earlier than necessary in the student’s educational career. Once this decision is made, such students may not be enrolled in courses that would lead to high school credits necessary for graduation with a regular high school diploma.
- Students and parents are often not aware that an IEP diploma is not considered a regular high school diploma.
- Without a high school diploma, a student’s access to postsecondary training, education and employment options is limited.
- The IEP diploma identifies the individual as a student with a disability, raising concerns about the identification of an individual with a disability in the student’s transcript.
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