The passage of 1997 Wisconsin Act 164 eliminated program types for special education classrooms and the minimum/maximum enrollment ranges tied to those program types and levels.
The IEP team process is most effective when teams work collaboratively to meet the educational needs of students. Each participant brings different skills and perspectives to the planning of special education services.
The team that develops an individualized education program (IEP) for a child must consider whether the child requires assistive technology devices and services. The Individuals with Disabilities Education Act defines these requirements for assistive technology:
Schools provide occupational therapy when a child with a disability requires this related service to assist the child to benefit from special education.
