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https://kidshealth.org/en/parents/iep-teachers.html

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Students who require extra help and support might be eligible for special services that provide individualized education programs (IEPs) in public schools, free of charge to families. Understanding your role in educating a student with an IEP will benefit both you and the student.

The Individuals with Disabilities Education Act (IDEA) makes teachers of students with special needs responsible for planning, implementing, and monitoring educational plans to help the students succeed in school. The IEP describes the goals set for a student for the school year, and any special support needed to help reach those goals.

The IDEA requires states to provide free appropriate public education to students who are eligible for special education from ages 3 to 21, in the "least restrictive" environment. This means that kids with disabilities should learn alongside their classmates who don't have disabilities as much as possible.

Who Needs an IEP?

Students who are eligible for special education services require an IEP. Students could be eligible for many reasons, such as if they have:

Students might have a learning disability if they are consistently unable to meet standards that are normal for their age range. Some common signs of a learning disability can include:

trouble mastering tasks or applying academic skills to other tasks

trouble with communication and language processing, as well as expressive and receptive language

a lot of frustration with school and homework

having strong general knowledge, but not being able to read (dyslexia), write (dysgraphia), or do math (dyscalculia) at that level

needing ongoing, step-by-step guidance for tasks

poor grades despite a lot of effort

poor memory of spoken or written material

not being able to remember problem-solving steps if they don't understand the tasks or the logic behind them

not being able to remember skills and facts over time

How Are Services Delivered?

Usually, the services outlined in an IEP can be provided in regular education classrooms. In other cases, they might be given in separate classrooms or even separate schools, depending on the students' needs. Some students may have an IEP for one subject area only, while others may have one for all academic subjects and for social skills instruction.

Students with IEPs can participate in all subject areas, especially classes like science, social studies, art, music, library, gym, and health. It is critical for regular classroom teachers to read students' IEPs and be familiar with the services and monitoring required by the plan.

Services can also be provided in a separate supported environment within the school. In this setting, groups of students with similar needs are together for small-group instruction. A certified special education teacher is the instructor and other school personnel (aides or support teachers) help with teaching.

Students who need intense intervention, though, may be taught in a special school environment. These schools have fewer students per teacher, allowing for more individualized attention. Teachers in these schools usually have specific training in helping students with special educational needs.

How Are Students Evaluated?

The referral process generally begins when a teacher, parent, or doctor is concerned that a child may be having trouble in the classroom.

The first step is to gather specific data regarding the student's progress or academic problems. This may be done through:

a conference with parents

a conference with the student

observations of the student

analysis of the student's performance (attention, behavior, work completion, tests, classwork, homework, etc.)

This information helps teachers and school personnel decide on the next step. Strategies specific to the student could be used to help them be more successful in school prior to any formal testing. If this doesn't work, the child can receive an educational assessment, which could identify a specific learning disability or other health problem.

Note: The presence of a disability doesn't automatically guarantee a child will get services. To be eligible, the disability must affect how the child does at school.

To decide on eligibility, a team of professionals will consider their observations, as well as how the child does on standardized tests and daily work such as tests, quizzes, classwork, and homework.

Who's on the Team?

The professionals on the evaluation team can include:

classroom teachers

occupational therapist

physical therapist

psychologist

special educator

speech therapist

vision or hearing specialist

others, depending on the child's specific needs

If more testing is needed, parents will be asked to sign a permission form that details who is involved in the process and the types of tests they use. These tests might include measures of specific school skills, such as reading or math, as well as more general developmental skills, such as speech and language.

After the team members finish their assessments, a comprehensive evaluation report is developed. It includes an educational classification and outlines the skills and support the child will need.

The parents can review the report before the IEP is developed. If they disagree with it, they will have the chance to work with the school to come up with a plan that best meets the child's needs.

How Is the IEP Developed?

The next step is an IEP meeting, during which the team and parents decide what will go into the plan. Also, a regular classroom teacher should attend to offer suggestions about how the plan can help the child's progress in the standard education curriculum and how it can be used in a regular classroom setting, if that's appropriate.

At the meeting, the team will discuss a student's educational needs - as described in the evaluation report - and develop specific, measurable short-term and annual goals for each of those needs.

What Does the IEP Include?

The cover page of the IEP outlines the related services and supports students will get and how often they will be provided. These can include many different things; for example, transportation; speech-language pathology and audiology services; psychological services; physical therapy and occupational therapy; recreation, including therapeutic recreation; social work services; and medical services (for diagnostic and evaluation purposes only).

If the team recommends several services, the amount of time they take in the child's school schedule can seem overwhelming. To ease that load, a professional may talk with a child's teacher to come up with ways to help but won't offer hands-on instruction. For example, an occupational therapist may suggest accommodations for a child with fine-motor problems that affect handwriting, and the classroom teacher would incorporate these into the handwriting lessons taught to the entire class.

Other services can be delivered right in the classroom, so the child's day isn't interrupted by therapy. The child who has trouble with handwriting might work one-on-one with an occupational therapist while everyone else practices their handwriting skills. When deciding how and where services are offered, the child's comfort and dignity should be a top priority.

If a child has academic needs and is working below grade level, services may be offered outside the regular education classroom. Students might get small-group instruction in a particular subject area (usually language arts or math) by a special education teacher along with other students who have similar needs.

How Often Should the IEP Be Updated?

The IEP should be reviewed annually to update the goals and ensure the levels of service meet the student's needs. During the school year, progress monitoring is done often to make sure the student is achieving goals set in the IEP. IEPs can be changed at any time on an as-needed basis.

Specific timelines ensure that the development of an IEP moves from referral to providing services as quickly as possible. Be sure to ask about this timeframe and stay informed.

If parents disagree with any part of the evaluation report or the IEP, mediation and hearings are options.

It is important for teachers to understand the IEP process and their role in delivering instruction to students who have an IEP. Any questions related to an IEP can be directed to the team or the case manager assigned to a student.

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Individualized Education Programs (IEPs): Tips for Teachers

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IEPs make teachers of students with special needs responsible for planning, implementing, and monitoring educational plans to help the students succeed in school. This article is for educators.

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https://kidshealth.org/en/parents/iep.html

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What's an IEP?

Students who need extra help and support in school may be eligible for special education services in the form of anindividualized education program (IEP). This program is offered free of charge to families of kids in public schools and outlines the goals and any support services that may be needed for a child to succeed in school.

The Individuals with Disabilities Education Act (IDEA) says that parents and guardians of students with disabilities or special health care needs are important members of their child's education team. They should work with educators to develop a plan that helps kids succeed in school.

Understanding how to get and use these services will help your child be as successful as possible in school.

Who Needs an IEP?

Students who are eligible for special education services need an IEP. While there are many reasons that students could be eligible, some common conditions include:

How Are Services Offered?

In most cases, the services and goals outlined in an IEP can be offered in a general school environment. This can be done in the regular classroom (for example, a reading teacher helps a small group of children who need extra help while the other kids in the class work with the regular teacher.) The small group serves students with similar needs who are brought together for help.

Every effort is made to help kids learn alongside their peers who do not have disabilities. But sometimes the level of support needed can't be met in a general classroom, so students are educated in a specialized learning classroom that is more appropriate for their needs. These classes have fewer students per teacher and allow for more one-on-one instruction. The teacher usually has training in helping kids with special educational needs. Students spend most of their day in a small group classroom and join the regular classes whenever possible - for example lunch, gym, or the arts.

What's the Referral and Evaluation Process?

The referral process begins when a teacher, parent, or doctor is concerned that a child may be having trouble in the classroom, and the teacher notifies the school counselor or psychologist.

The first step is to gather specific information about the student's progress or academic problems. This may be done through:

a conference with parents

a conference with the student

watching the student in class to assess performance (attention, behavior, work completion, tests, classwork, homework, etc.)

This information helps school officials decide the best next step. Sometimes new classroom strategies are all that's needed to help a child become more successful. If this doesn't work, the child will get an educational assessment, which can find a specific learning disability or other health impairment.

Note: The presence of a disability doesn't automatically guarantee a child will get services. To be eligible, the disability must affect how the child does at school. To decide on a child's eligibility, a team of professionals will consider their observations, as well as how the child does on standardized tests and daily work such as tests, quizzes, classwork, and homework.

Who's On the Team?

As a guardian, you can decide whether to have your child assessed. If you choose to do so, you'll be asked to sign a permission form that will detail who is involved in the process and the types of tests they use. These tests might include measures of specific school skills, such as reading and math or developmental skills, like speech and language.

The professionals on the evaluation team can include:

When the team finishes the assessment, a comprehensive evaluation report is developed. This report includes an educational classification and outlines the skills and support the child will need.

You can review this report before an IEP is developed. If there is something that you don't agree with, work together with the team to come up with a plan that best meets your child's needs.

How Is an IEP Developed?

The next step is an IEP meeting with you and the team to decide what will go into the IEP. A regular teacher should also attend this meeting to offer suggestions for how the plan can help your child progress through the standard education curriculum.

At the meeting, the team will discuss your child's educational needs - as described in the evaluation report - and develop specific, measurable short-term and yearly goals for each of those needs. You can take an active role in developing the goals and determining which skills or areas will receive the most attention.

The cover page of the IEP outlines the support services your child will get and how often they will be provided (for example, occupational therapy twice a week). Support services might include:

Services might also include transportation, test help or modifications, participation in special programs, and the inclusion of transition planning beginning at age 14.

If the team recommends several services, the amount of time they take in the child's school schedule can seem overwhelming. To ease that load, a professional may talk with your child's teacher to come up with strategies that help but won't offer hands-on instruction. For example, an occupational therapist may suggest accommodations for a child with fine-motor problems that affect handwriting, and the classroom teacher would incorporate these suggestions into the handwriting lessons taught to the entire class.

Other services can be delivered right in the classroom, so the child's day isn't interrupted by therapy. The child who has trouble with handwriting might work one-on-one with an occupational therapist while everyone else practices their handwriting skills. When deciding how and where services are offered, the child's comfort and dignity should be a top priority.

Your child's IEP should be reviewed annually to update goals and make sure your child is getting the support that's needed. However, IEPs can be changed at any time on an as-needed basis. If you think your child needs more, fewer, or different services, you can request a meeting and bring the team together to discuss your concerns.

What Are My Legal Rights?

Guidelines (sometimes called procedural safeguards) outline your rights as a parent to control what happens to your child throughout the IEP process. For example, timelines ensure that the development of an IEP moves from referral to providing services as quickly as possible. When your child is referred, ask about this timeline and get a copy of your parents' rights.

The parents' rights also describe how you can proceed if you disagree with any part of the evaluation report or the IEP - mediation and hearings are some options. You can get information about low-cost or free legal representation from the school district or through early intervention programs.

Attorneys and paid advocates familiar with the IEP process will provide representation if you need it. You also may invite anyone who knows or works with your child whose input you feel would be helpful to join the IEP team. Federally supported programs in each state support parent-to-parent information and training activities for parents of children with special needs. The Parent Training and Information Projects conduct workshops, publish newsletters, and answer questions by phone or by mail about parent-to-parent activities.

What Else Should I Know?

Parents have the right to choose where their kids will be educated. This choice includes public or private elementary schools and secondary schools, including religious schools. It also includes charter schools and home schools.

But parents should know that the rights of children with disabilities who are placed in private elementary schools and secondary schools are not the same as children with disabilities who are enrolled in public schools.

Two major differences that parents, teachers, school staff, private school representatives, and kids need to know about are:

1. Children with disabilities who are placed by their parents in private schools may not get the same services they would get in a public school.

2. Not all kids with disabilities placed by their parents in private schools will get services.

The IEP process is complex, but it's also an effective way to address how your child learns. If you have concerns, be sure to ask about the evaluation findings or the goals recommended by your child's IEP team. You know your child best and should play a central role in creating a learning plan tailored to their specific needs.

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individuals with disabilities education act

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Some kids may be eligible for individualized education programs in public schools, free of charge. Understanding how to access these services can help you be an effective advocate for your child.

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https://nda.ie/Publications/Education/Education-Publications-/Individual-Education-Plans-IEP-Report/IEP_Summary_PDF.pdf

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https://asiam.ie/individual-education-plan-iep-my-child/

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What's an Individual Education Plan (IEP) & how can I Set One Up for My Child? - AsIAm.ie

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What's an Individual Education Plan (IEP) & how can I Set One Up for My Child? - AsIAm.ie

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An Individual Education Plan, often referred to as an 'IEP', is a plan to support your child's learning and development. The IEP is led by the child's strengths and learning ... What's an Individual Education Plan (IEP) & how can I Set One Up for My Child? Read More "

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https://ncse.ie/wp-content/uploads/2014/10/final_report.pdf

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Arena (1978) 'Individual Education Planning' , EN4026: Inclusive Education 2, 30th March, University of Limerick, unpublished.

EPSEN Act 2004, 2004. Education for persons with Special Educational Needs Act 2004 An Interpretation for Teachers. Ireland: Irish National Teaching Organisation.

https://sulis.ul.ie/access/content/group/7b1be80c-4709-4169-bd24-1a051a747556/Week%204%20XXcode/SESS_IC_IEP.pdf

https://sulis.ul.ie/access/content/group/7b1be80c-4709-4169-bd24-1a051a747556/Week%204%20XXcode/NCSE%2BIEP%2Breport.pdf

https://sulis.ul.ie/access/content/group/7b1be80c-4709-4169-bd24-1a051a747556/Week%204%20XXcode/IEPS%2Bin%2Bsecondary%2Bschool%2B-%2BWhat%2Bare%2Bthe%2Bchallenges.pdf

https://sulis.ul.ie/access/content/group/7b1be80c-4709-4169-bd24-1a051a747556/Week%204%20XXcode/iep%2Bexample%2Bncse.pdf