There are stages to figure out whether or not a child has a learning disability and need special services. The first stage is noticing if a student is having difficulty in one or more subject areas. The next step is to evaluate the child's suspected disability area, but before this can take place the school must receive permission from the parents to evaluate the child. The eligibility is decided by a group of qualified professionals along with the parent to determine if the child has a disability defined in IDEA. If the child is found eligible, the IEP team will meet to discuss and write and IEP for the disabled child within 30 days of the student being identified as disabled. The IEP team meeting is held and the IEP is written in collaborative efforts from all members of the IEP team. (U.S. Department of Education, 20, Feb, 2001) Services are then provided for the student. At the end of the year, progress is measured and the IEP is reviewed. After this process takes place, every three years the student is reevaluated. By law certain individuals must be involved in the writing of a child's Individual Education Program. Parents must be involved because they know their child and what their child may need. Regular education teachers, if the student will be mainstreamed into regular classrooms some time during the day, are a need on the team, because they know the general curriculum of the student. They also have knowledge of how to handle students with behavior problems. The next member of the IEP team should be a special education teacher. This person will be able to contribute their knowledge in how to modify general curriculum and testing to help the special needs child learn and show what they have learned. The special education teacher also has the responsibility to teach the student and carry out the IEP process. The individuals involved in the IEP team are individual who can interpret evaluations result's, represent the school system, individuals with knowledge of special expertise about the child's, representatives from transitional service agencies and the student who the IEP is being written for.