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Special Education Advisory Panel (SEAP)

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Special Education Advisory Panel (SEAP)

Special Education Advisory Panel (SEAP) – Iowa Dept of Education – Members of SEAP are appointed by the Iowa Governor and serve a three-year term. Tyler was asked to serve on SEAP and he gladly accepted. His input was valued and considered credible. In its website, the Iowa Dept of Education describes the important work of SEAP this way:

Iowa’s SEAP is a collaborative resource that envisions its role as an advocate for all children with special needs and their families on issues of special education in Iowa. As such, it is committed to representing individuals with diverse and changing educational needs. SEAP shall have, and will perform, functions and duties as specified by law. Responsibilities include offering advice, consultation, and recommendations to the Iowa Department of Education regarding matters concerning special education services.

The role of the panel members is to advise, not advocate, for an individual position. Advise means to inform, counsel, recommend, suggest or guide. To advocate means to plead for your case or position, to favor an individual case or argument. The advisory panel is to provide advice, based on facts and good judgment.

Belief Statements

Members of the Iowa Special Education Advisory Panel believe that:
• We are strong advocates for all students.
• Our work is done with integrity and respect for children, families and all Panel members.
• We are creative problem solvers, and team players who continually seek to use current
knowledge.
• We build relationships and enjoy one another which helps build consensus and leads to a
quality, committed Panel.

Members of the Iowa SEAP believe that quality special education in Iowa should:
• Be a shared responsibility involving the collaborative efforts of school, families, students and
community.
• Be provided in an appropriate, least restrictive environment.
• Be child-centered, results-oriented, and specifically designed for the individual.
• Address needs when they arise.
• Be supported by qualified, competent, caring staff; and adequate, equitable resources.
• Ensure attainment of real skills.

And therefore, students with disabilities will:
• Graduate                                                                       • Achieve reading and math skills
• Be in the classroom                                                   • Stay in school
• Be with their peers                                                     • Achieve growth
• Receive education without bias                            • Be evaluated in a timely manner
• Transition successfully

Parents will:
• Be meaningfully involved

Schools will:
• Be accountable for success of students (impacted by others)
• Have discipline policies

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