What is an Individualized Education Plan?
What is an IEP?
According to the Individuals with Disabilities Education Act of 1990, an Individualized Education Plan (IEP) is a legal, written document outlining the education plan for a student with an identified disability.
This document identifies different specificities that apply to a given student’s education. Through the use of a determined plan, the areas covered include the student’s school year goals, a plan for education and accommodations needed, and resources to help the student achieve their goals. Along with this, a method of progress evaluation for the student is included to be discussed throughout the year. The IEP document is reviewed annually, allowing for any modifications to be made.
The IEP Meeting
Prior to the establishment of the student’s IEP, there is a meeting to discuss the current and projected goals, as well as the needs of the student. This meeting involves different members, including the student’s teacher, parent(s) or caregiver(s), and a representative from the school that either provides or monitors the education of the student. The IEP meeting will not take place until after a formal evaluation has been conducted, such as an official Autism Spectrum Disorder (ASD) diagnosis. .
When going into the IEP meeting, it is important for parents to be prepared to ask questions and voice any concerns. The Families and Advocates Partnership for Education (FAPE) suggests parents consider the following questions:
What are your goals for your child in this school year, as well as in the future?
What are your child’s interests and needs?
What are your concerns regarding your child’s education?
What has worked well for your child in his or her education experience?
What has not worked well?
What services do you think would be most beneficial to your child?
IEP Content
The content of the IEP covers specific and applicable areas of the student’s designed plan for the school year. It is important that it records the current evaluation regarding the student’s performance in school thus far. Notes on the areas requiring assistance, as well as areas of success, are also included to be referred to.
Both academic and non-academic goals and measurable objectives for the school year should be outlined. Goals can be broad or specific and can contain academic, social, behavioral, and motor goals. Objectives focus on and describe the long-term goals, along with thorough descriptions of the services that will be provided to the student. It is important that the objectives also state:
The exact service(s) that will be provided to the student
The professional who will be responsible for administering the service(s)
The setting in which the service(s) will occur
The length and frequency of the service(s)
The criteria for progress evaluation of the objectives
Parent Involvement
Before any services can be provided to a student, a parent(s) or caregiver(s) must give their consent. After the IEP meeting is conducted, parents can get outside input from other professionals on the plan prior to approval.
It is essential to remain in communication with staff throughout the student’s school year for updates on any progress or setbacks. Feel free to voice concerns at any time and ask questions. It is also important for parents to have a support system to confide in, as this process is not only stressful for the student.
Remember to remain positive and involved throughout the process; this helps all parties feel involved and supported!