In this chapter, you will learn about the Individualized Education Program (IEP). Direct quotes from the law will be presented, along with Anna's perception about the IEP, and a video example of Sabrina's educational team planning the agenda for an educational meeting.
According to the Individuals with Disabilities Education Act (IDEA) an Individualized Education Program (IEP), must include the following information about the student:
(1) A statement of the student's present levels of academic achievement and functional performance, including (a) how the disability affects the student's involvement and progress in the general education curriculum; and (b) for students who take alternative assessments aligned with alternative achievement standards, a description of benchmarks or short-term objectives.
(2) Statement of measurable annual goals, including academic and functional goals designed to (a) meet the child's needs that result from the child's disability to enable the child to be involved in and make progress in the general education curriculum; and (b) meet each of the child's other educational needs that result from the child's disability.
(3) A description of how the child's progress toward meeting the annual goals described in IDEA 34 CFR § 300.320(a)(2) will be measured; and when periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided.
(4) A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child.
(5) Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually thereafter, the IEP must include: (a) Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and (b) the transition services (including courses of study) needed to assist the child in reaching those goals; and (c) before not later than one year before the student reaches the age of the majority under state law, a statement that the student has been informed of the rights that will transfer to him or her on reaching the age of majority.
(6) The projected dates for initiation of services and the anticipated frequency, location, and duration of the services and modifications
(7) An explanation of the extent, if any, to which the student will not participate with nondisabled students in the regular class and in extracurricular and other nonacademic classes.
(8) A statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and district-wide assessments consistent with IDEA § 612(a)(16); and if the IEP Team determines that the child must take an alternate assessment instead of a particular regular State or district-wide assessment of student achievement, a statement of why the child cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the child [IDEA 34 CFR § 300.320].
For a useful tool on IEPs developed for parents, visit the Pop-up IEP on the Hands & Voices website. (This tool addresses the major barriers/responses that parents encounter at IEP meetings. Behind each quote is an explanation of the problem with that response, ways for you to respond, and a citation from the law that supports your response.)
Imagine you are a parent of a child with a disability. You were just handed a piece of paper that describes the IEP using the same language as the law (see IEP- What the law says section above).
Your Task : Create a one-page document that describes the IEP (according to the law), in parent friendly and understandable language. You may use visuals, examples, and any other supplemental material that would make this information easier to understand.
I think of an IEP as being a commitment from the team. It is a promise to my child to use all the accommodations and modifications she needs to achieve her goals within the context of her general education classroom. Much of that commitment comes from the meeting. I think everyone on the team should have the opportunity to share how things are going for them and not just the child so that everything's on the table and true collaboration can begin. Just like special education is a service and not a place, collaboration is a process and not an event. It is important to think carefully about the IEP, especially for a child whose main teacher is a classroom teacher and not a specialist. The team has to be willing to meet and discuss my daughter's progress and analyze the accommodations and modifications to see if they are working. All the adults have to take on ownership of my daughter's education and right to be a fully participating member of her classroom. The IEP has to be a living document.
Please observe the following video example of Sabrina's educational team setting the agenda for what they will be discussing during the meeting. The agenda is a very important part of the process because it allows the team to identify the key areas for discussion.
Gibb, G.S., Dyches, T.T. (2007). Guide to Writing Quality Individualized education Programs (2 nd ed.) . Boston , MA : Allyn and Bacon.
Individuals with Disabilities Education Act (IDEA) 34 CFR § 300.320.
Simon, J. B. (2006). Perceptions of the IEP requirement. Teacher Education and Special education, 29 (4), 225-235.
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