The Individualized Education Plan (IEP): Key to the IDEA

 The IEP is central to the Individuals with Disabilities Education Act (IDEA, 1975), emphasizing a
"free, appropriate public education" for children with disabilities, inclusion in the "least
restrictive environment," and individualized education.
 In the past, educational placements were often based on broad categorical labels such as
“mentally retarded”, but now the law mandates individualized education based on a child's
unique needs and capabilities.
 The IEP shifts the focus from general to specific, prioritizing the child's needs over the
convenience of the school district.

The Individualized Education Plan (IEP): Purposes

The process of writing and implementing IEPs can be seen as a training tool for educators.

Five purposes:

1. Extends procedural protection for parents and students.

2. Acts as a management tool to ensure the provision of appropriate special education and related
services.
3. Monitors whether the student is receiving a free appropriate public education.
4. A written commitment of resources.
5. Functions as a communication tool among all involved in programming for the student with a
disability.

Legal Issues: Determining when the IEP is required

 The first IEP meeting should occur within 30 days of the evaluation team determining the need
for special education.
 IDEA mandates periodic review of IEPs.
 Annual goals and short-term objectives should be set, with a readiness to make necessary
adjustments, including modifications to related services and participation in mainstream
education when required.
 The law promotes regular reviews of the IEP to ascertain the suitability of the program,
placement, and services, all of which should be based on continuous evaluation and the
student's progress.
 Students must have regular access to both regular and special education teachers for effective
implementation.

Participants in the IEP Meeting

1. The School District Representative:

 Represents the school district, which includes all schools within the district.
 May be the school principal or a qualified specialist like a speech therapist.
 Must be qualified to provide or oversee specially designed instruction.
 Must ensure the delivery of IEP services and have knowledge of the general curriculum.
 Must be familiar with school-district resources and programs.

2. The Special Education Teacher:

 Responsible for implementing the IEP for a child with a specific disability.
 In the case of speech impairment, the teacher may be a speech-language pathologist.
 If a special education teacher is not identified, a qualified teacher in the relevant special
education field can attend.

3. The Regular Education Teacher:

 Due to the IDEA’s strong preference for inclusion of students in the regular classroom, at least
one regular education teacher should be included.
 If a child's behavior affects learning fore himself or others, the teacher should know “positive
behavior strategies”.
 Facilitates successful placement of the child in the regular classroom.
 Actively contributes to determining behavioral interventions, supplementary aids, program
modifications, and accommodations.
 Ensures that relevant IEP content is accessible to staff members.

4. Parents:
 IEP meetings must be scheduled at a mutually agreed on time and place.
 Parents must be told about the meeting’s purpose and the details.
 Actively participate alongside school personnel.
 Develop a vision of the child's future, which the IEP team will work towards.
 Should take part in deciding the IEP contents.
 Maintenance of good parent-school relationship is necessary.
 Provide informed written consent before the initial provision of special education programs and
services (mandatory).
 Can disagree with the student's program even after signing the IEP and giving consent.
 Schools can take necessary action if the student has need to avail special education services and
parents are unwilling to provide consent.

5. Others:
 The child may attend if it is beneficial, and the child can contribute.
 Students should be helped to organize and prepare their thoughts in advance of the meeting.
 Any other individuals with knowledge or expertise regarding the child may also attend.

6. Transitioning Planning:
 For a fourteen-year-old, planning for academic coursework and transition to adult living is
considered.
 At age sixteen, transition services are included in the IEP if needed for post-school experiences.
 Additional individuals, knowledgeable about community transition services, vocational training,
independent living, and economic independence, may be involved in the IEP meeting.
Elements of an IEP

1. Child’s Present Level of Educational Performance (PLEP):

 The description of the effects of the child's disability on relevant educational areas – academic,
personal-social, living skills, physical education or vocational.
 Explanation of how the disability impacts child’s participation and progress in the general
curriculum.
 Identification of effects on age-appropriate activities for preschool children.
 Based on evaluation results, addressing all areas requiring special education and related services.

2. Goals and Objectives:

 Annual goals in response to PLEP based on assessment results and, where provided, parent
input.
 Annual goal statements should be specific and indicate the direction of change (increase or
decrease) and the desired or expected level of change in specific areas.
 These goals should reflect the team's estimate of what the student can achieve in one year.
 To ensure individualization of short-term objectives in meeting the set goals, an estimation of
each student’s progress should be considered while writing an IEP.
 Objectives detailing expected behavior and performance level that would indicate achievement
of the objective.
 Objectives should be broad enough to allow for flexibility in classroom teaching methods and
materials, while also providing a means for monitoring and evaluating student progress.
 Individualized determination of which education needs will not be addressed in the general
curriculum and how those needs will be met in a self-contained special education class.
 Regular or special education teachers may make day-to-day adjustments in instruction methods
and approaches.

3. Evaluation Criteria – Monitoring:

 This continuous monitoring process is termed as – “systematic progress monitoring” – a great
improvement over the “by guess” approach.
 Specific evaluation criteria for each short-term objective such as percentage of correct responses
and minimum or maximum number of behaviors in a time span.
 Realistic criteria aligned with regular students' standards.
 Various evaluation methods, including teacher observation, data collection, progress charts,
anecdotal records, and student self-evaluation.
 Aim to objectively measure the child's progress toward objectives through systematic progress
monitoring.

4. Special Education, Related services, and Other Services:

 “Special Education” is defined in the IDEA as specially designed instruction (adaptation of
content, method of teaching, or delivery of instruction) to meet the unique needs of a child with
a disability, ensuring the child’s access to the general curriculum.
 “Related services” are those services necessary to help the student benefit from special
education.
 It must include a statement of all education services needed by the student, not just those
readily available in the district.
 “General Curriculum” means the curriculum applicable for all the children, specifically referring
to the content rather than to a particular educational setting.
 The goal – to assist the child to meet the educational standard, ensuring children with disability
have the opportunity to achieve those.
 The legal requirements of IEP statements include a statement about supplementary aids and
services to be provided to the child or on behalf of the child.
 The IEP must contain a statement of program modification, accommodation, school personnel
support that will be provided for the child.
 Support for school staff – specific training in behavior strategies, classroom management,
collaboration skills, effective integration.
 About providing the “Least Restrictive Environment” – the IEP must include a statement of the
extent to which the student will not participate in regular programs.
 The IEP must describe if special or adaptive physical education or specially designed vocational
education are to be provided to a child.
 “Assistive technology device” i.e., equipment used to aid the functional capabilities (calculator in
mathematics, word processor in writing) and “assistive technology service” i.e., human services
of a technician or trainer required to assist a child should be ensured by the IDEA.
 Assistive technology includes electronic note-takers, recorders as well as general technology
devices used by all students.

5. Duration of Services:
 Clearly state the projected start date, modifications, and the expected frequency, location, and
duration of services in the IEP.
 Indicate appropriate time standards for services in minutes per day or week.

6. Transitional Services:
 The IEP must include for students at age 14, or younger, an updated annual statement of
transition service needs, that focus on the student’s course of study.
 Following are some examples of course of study statements:
 As many family and consumer science classes as possible to acquire adult living skills,
community-based work experience, functional math, and food services etc.
 Functional classes to develop skills on a collaborative working, and functional life skills.
 Industrial arts classes that focus on engineering and technology, and community work
experiences.
 College preparation core classes etc.
 The IEP must contain statements regarding needed transition services and identify each
participating community agency’s responsibility to the youth’s progress.

7. Report Card:
 Each child’s IEP must contain a statement of how the child’s progress toward annual goals will be
measured and how the child’s parents will be regularly informed, at least as often as parents of
children without disabilities are informed of their child’s progress.
 This requirement is in addition to the regular school reports to parents of academic progress in
curricular areas which many parents of children with disabilities will receive.

8. Transfer of Rights:

 Parental rights under the IDEA will transfer to the student on reaching the age of majority,
usually age 18, then the IEP must, one year before the student reaches that age, include a
 statement that the student has been informed of his rights that will transfer at the age of
majority.

Inclusion Inherent in IEP Process

 The word “Inclusion” is not found anywhere in the IDEA statutes or regulations, but its presence
is obvious.
 Regular education teachers must be included on IEP teams whenever a child may be placed in a
regular classroom.
 Their participation is to assist in determining appropriate supplementary aids and services, class
modification and accommodation and supports for school staffs for use with the child while in
the regular classroom.
 The IEP content must include in the IEP how the child’s disability affects the child’s participation
and progress in the general school curriculum.
 A presumption has been made that the child will be present in the regular classroom and in
regular non-academic activities. That presumption may be overcome only through a written
explanation in the IEP explaining why the child will not participate in regular class.

1. Customized Education:

 IEPs cater to the unique needs of students with disabilities, focusing on their strengths and
challenges.
 Each IEP outlines personalized objectives and strategies for achieving them, acknowledging the
diversity among students with disabilities.

2. Legal Significance:

 IEPs establish a legal agreement ensuring students' right to Free Appropriate Public Education
(FAPE).
 Schools are obligated to provide the services specified in the IEP due to legal requirements.

3. Parental Involvement:

 Parents play a crucial role in developing and reviewing the IEP, actively participating in decisions
about their child's education.
 It represents a collaborative effort among educators, parents, and other stakeholders for the
student's success.

4. Continuous Assessment and Adaptation:

 IEPs require ongoing evaluation to ensure the student's progress towards their goals.
 Flexibility allows adjustments in the educational plan to better suit the evolving needs of the
student.

5. Versatility and Inclusivity:

 IEPs are adaptable to various disabilities, age groups, and educational environments.
 They are designed to integrate students with disabilities into regular classrooms whenever
possible, fostering inclusion.
6. Comprehensive Support:

 IEPs cover a wide range of specialized services like speech therapy, physical therapy, behavioral,
social goals, and life skills development.
 They focus on the overall growth and development of the student, extending beyond academic
learning.

7. Empowerment and Inclusive Education:

 IEPs empower students with disabilities by providing tailored support, enabling them to reach
their full potential.
 They represent a commitment to inclusive education, ensuring equal opportunities for all
students.