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The new Individualized Education Program (IEP) requirements in the 1997 Amendments to the Individuals with Disabilities Education Act (IDEA '97) have significant implications for both general and special education teachers. Although they create increased opportunities for collaboration, they also create new risks of backlash. The micromanagement by the federal government reflected in them is problematic. Whether the expectations of the new requirements can be realized depends on many factors, including the energy and good will of IEP team members. This article analyzes the IEP changes and their implications for the effective delivery of special education and related services.
Dixie Snow Huefner (2000) studied this question.