2. The Individual Education Program (IEP) is a plan that allows every
child to reach academic success regardless of physical, learning,
developmental, or mental disabilities. If students with special needs
are to achieve the academic or an alternative curriculum to the best
of their ability and as independently as possible, the professionals
involved in the delivery of their programming must have an IEP in
place.
An IEP defines the individualized objectives of a child who has been
determined to be eligible because of a disability, as defined by
federal regulations. The IEP is intended to help these children reach
educational goals by tailoring the learning process to the individual
student's needs as identified by the IEP evaluation process, and
must especially help teachers and all related service providers
understand the student's disability and how it affects the learning
process.
WHAT IS AN IEP?
3. The IEP describes how the student best learns, how the student best
demonstrates that learning, and what teachers and service
providers will do to help the student learn more effectively.
Developing an IEP requires:
assessing students in all areas related to the known disability/ies,
considering ability to access the general curriculum,
considering how the disability affects the student’s learning,
forming goals and objectives that correspond to the needs of the
student,
choosing a placement in the least restrictive environment possible
for the student.
WHAT IS AN IEP?
4. An IEP is meant to ensure that students receive an
appropriate placement, not "only" special education
classrooms or special schools.
It is meant to give the student a chance to participate in
"normal" school culture and academics as much as is possible
for that individual student. In this way, the student is able to
have specialized assistance only when such assistance is
absolutely necessary, and otherwise maintains the freedom to
interact with and participate in the activities of their school
peers.
WHAT IS AN IEP?
5. Before an IEP is written for a child with a disability, the school must
first determine whether the child qualifies for special education
services. To qualify, the child's disability must have an harmful
effect on the child's educational progress. Merely having a disability
is not sufficient for eligibility.
To determine eligibility, the school must conduct a full evaluation of
the child in all areas of the suspected disability. Based in part on
the results of the evaluation, school employees, educational
members, parents, and other interested parties, meet to review the
results and the child's current level of performance and to
determine whether special education services are needed.
IEP ELIGIBILITY
6. If the child is found eligible for services, the school is
required to convene an IEP team and develop an appropriate
educational plan for the child. The IEP should be implemented
as soon as possible after the child is determined eligible.
IDEA does not state specific timeframes for each step.
However, some states have added specific timelines that
schools must follow for the eligibility, IEP development, and
IEP implementation milestones.
If the child is found to be a "child with a disability," as defined
by IDEA, he or she is eligible for special education and related
services. Michigan Law dictates that the IEP team must meet
to write an IEP for the child within 30 days of determined
eligibility.
IEP ELIGIBILITY
7. The Specific Disabilities covered under IDEA;
Autism
Blindness
Deafness
Emotional disturbance
Hearing impairment
Intellectual disability
Multiple disabilities
Orthopedic or Mobility impairment
Other health impairment (including ADHD)
Specific learning disability (including dyslexia, dyscalculia and dysgraphia,
among others)
Speech or language impairment
Traumatic brain injury
Visual impairment, including blindness
IEP ELIGIBILITY
9. The IEP team must include the student and student's parent(s) or
guardian(s), a special education teacher / case manager, at least
one regular education teacher, a representative of the school or
district who is knowledgeable about the availability of school
resources, and an individual who can interpret the instructional
implications of the child's evaluation results (such as the school
psychologist).
The parent or school may also bring other individuals who have
knowledge or special expertise regarding the child. The parent may
invite professionals who have worked with or assessed the child, or
someone to assist the parent in advocating for their child's needs,
such as a parent advocate or attorney.
IEP TEAM
10. If appropriate, the child may also participate in IEP team meetings.
IDEA requires that all children 14 and older be invited to be part of
their IEP team.
Although not required, if the child is receiving related services
(such as speech therapy, music therapy, physical therapy or
occupational therapy), it is often considered valuable for related
service personnel to attend the meeting or at least provide written
recommendations concerning the services in their area of specialty.
IEP TEAM
11. 1. IEPs Must Have Statements of Present Levels of Educational
Performance
Every IEP must include a description of the child's skills in all areas
of concern and explain how the disability affects his progress in the
general education curriculum. Statements should address
academics, life skills, physical functioning, social and behavioral
skills, and any other areas of concern affecting the child's ability to
learn. IEP teams typically use formal assessment to determine the
child's functioning and establish a baseline of performance. The
team may also use anecdotal information and progress data from
the child's classroom teachers, parents/caretakers and others to
describe the child's skills.
EIGHT ESSENTIAL ELEMENTS TO A
SUCCESSFUL IEP
12. 2. IEPs Should Include Statements of Measurable Short Term and
Annual Goals
The IEP must contain statements of a child's goals that are updated
at least on an annual basis. Goal statements specify what the child
is expected to learn in the coming year. Goals include academic
skills and may also include functional skills as appropriate. For
children who participate in functional skills programs and who take
alternate assessments, the IEP must also contain measurable short-
term objectives that will be used to measure the child's progress
toward reaching their annual goals.
An IEP goal describes what we hope the child will achieve, or
the intended outcome of instruction. The outcome is stated as an
action we expect to see.
EIGHT ESSENTIAL ELEMENTS TO A
SUCCESSFUL IEP
13. Goals must be measured in an objective way. A goal
must establish a criterion for acceptable mastery.
Standardized tests, informal assessments, tallies,
checklists are examples of measures used to
measure a child’s progress toward the goals.
EIGHT ESSENTIAL ELEMENTS TO A
SUCCESSFUL IEP
14. 4. Individual Education Programs Need a Description of Special
Education Services
The IEP must include a description of the student's special
education program, specially designed instruction, and related
services the child will receive to help them progress toward meeting
their educational goals. The amount of time they will receive
services and the setting must also be described.
Specially Designed Instruction includes, but is not limited to;
• General Accommodation
• Behavior Expectations
• Strategies and Specific Accommodations
• Resources
• Frequency of Services
• Location in which Services will be provided
• Additional Comments
EIGHT ESSENTIAL ELEMENTS TO A
SUCCESSFUL IEP
15. 5. Statement of Participation in the Regular Education Program
To ensure that children are educated in the least restrictive
environment to the greatest extent appropriate, the IEP team must
consider if and how the child will participate in the general
education program with non-disabled children. The IEP must specify
the amount of time a child will participate in regular education
programs and explain the rationale for that decision.
IDEA requires state and local education agencies to educate
children with disabilities with their non-disabled peers to the
maximum extent appropriate. A child can only be placed in a
separate school or special classes if the severity or nature of the
disability is such that appropriate education cannot be provided to
the child in the regular classroom, even with the use of
supplementary aids and services. When determining placement, the
starting assumption must be the student's current academic level
and needs as evident by the disability.
EIGHT ESSENTIAL ELEMENTS TO A
SUCCESSFUL IEP
16. A few of the placement settings include the general education
classroom, resource class, separate class, and other settings,
which include separate schools and residential facilities.
The general education classroom is seen as the least
restrictive environment. In addition to the general education
teacher, there will also ideally be a Special Education teacher.
The special education teacher adjusts the curriculum to the
student's needs. Most school-age IEP students spend at least
80 percent of their school time in this setting with his or her
peers. Research suggests student's with special needs benefit
from being included in general education and from
participation in the general education curriculum.
EIGHT ESSENTIAL ELEMENTS TO A
SUCCESSFUL IEP
17. 6. IEPs and Testing - Statement Describing Testing
Adaptations and Modifications
The IEP must explain what types of testing adaptations and
modifications will be used with the student and why they are
necessary. If the child will participate in alternate
assessment, the rationale for that decision must be included
in the IEP.
Examples of adaptations include;
Oral rather than written quizzes
Use of an in-class sign language interpreter
Extended time for tests and assignments
Use of a word processor or laptop
Taking tests in a quiet room
EIGHT ESSENTIAL ELEMENTS TO A
SUCCESSFUL IEP
18. 7. Statement of Length and Duration of Services - Services
Must be Explained
The IEP must include a projected beginning and ending date
of services, the frequency of the services, where they will be
delivered, and how long they will be provided.
EIGHT ESSENTIAL ELEMENTS TO A
SUCCESSFUL IEP
19. 8. IEP Statement of Transition - Preparations for Adult Life
and Independence
Beginning no later than age 16, the IEP must include
measurable goals for the student's anticipated postsecondary
program and a description of the services needed for the child
to reach those goals. Transition goals and services focus on
instruction and support services needed to help the child
move from the school environment and into a job, advocate
for themselves in college, vocational program, or other
program designed to promote independent living.
EIGHT ESSENTIAL ELEMENTS TO A
SUCCESSFUL IEP
21. Before the school system may provide special education and
related services to the child for the first time, the parents
must give consent. The child begins to receive services as
soon as possible after the meeting. If the parents do not
agree with the IEP and placement, they may discuss their
concerns with other members of the IEP team and try to work
out an agreement. If they still disagree, parents can ask for
mediation, or the school may offer mediation. Parents may
file a complaint with the state education agency and may
request a due process hearing, at which time mediation must
be available.
IEP PLANS MUST HAVE PARENT CONSENT
22.
23. “Individualized Education Program” Wikipedia
http://en.wikipedia.org/wiki/Individualized_Education_Program
“IDEA – the Individuals with Disabilities Education Act” National Resource Center
on AD/HD Eduhttp://www.help4adhd.org/en/education/rights/idea
Heighton, Ruth. “Writing IEP Goals”
http://www.wrightslaw.com/info/goals.lesson.heitin.htm
Friend, Marilyn (2010). Special Education: Contemporary Perspectives for School
Professionals (3rd ed.). Englewood Cliffs, N.J: Prentice Hall. pp. 56–59
La Salle, T., Roach, A., and McGrath, D. (2013). "The Relationship of IEP Quality to
Curricular Access and Academic Achievement for Students with
Disabilities". International Journal of Special Education 28 (1): pp. 137.
Logsdon, Ann. “Top Eight Essential Parts of an Individualized Education Program:
Understanding IDEA IEP requirements”
http://learningdisabilities.about.com/od/publicschoolprograms/tp/partsofaniep.ht
m
Thomas, Stephen B. and Mary Jane K. Rapport (1998). “Least Restrictive
Environment: Understanding the Direction of the Courts”. Journal of Special
Education 32 (2): pp. 66-78.
Watson, Sue. “The IEP: Everything you need to write an Individualized Education
Program” http://specialed.about.com/cs/iep/a/ieparticle.htm
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