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What Is an IEP? | Individualized Education Program Explained

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A simplified breakdown of IEP intentions and implementation

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A simplified breakdown of IEP intentions and implementation

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An Individual Education Plan (IEP) is a written document prepared for a named student. Specifies the learning goals that are to be achieved by the student over a set period of time (usually one year) and the teaching strategies, resources and supports necessary to achieve those goals.

An IEP may usefully be thought of as a product. However, there is also a process involved in developing the plan and it is the quality of this process that determines the quality and effectiveness of the Plan. The Individual Education Plan is developed through a collaborative process involving the school, parents, the student (where appropriate) Enable Ireland Therapeutic staff and other relevant personnel or agencies. It refers to the adapted or modified aspects of the educational programme and focuses on priority learning needs, although the student may also have other learning needs that will not require the same intensive degree of planning and monitoring.

Not every aspect of the curriculum and school life needs to be modified for every student with special educational needs - only those areas of identified need arising from assessment should be covered. The amount of adaptation and support will vary according to the individual learning needs of each student. Some students with more complex needs may require significant educational modifications.

In this way the I.E.P. should become a practical, working document.
An IEP should be:

a plan of action

a tool for communication and collaboration

a record of progress

a framework for decision making

An IEP should:

have a learning element

be built on the curriculum the pupil is following

make use of programmes, activities and materials which are available

be implemented as far as possible in the normal classroom or clinic setting

An IEP should set out:

the nature of the pupil's learning difficulty

the special needs provision required such as o staff involved, including the frequency of support

external specialists involved, including frequency and timing

help from parents at home

specific programmes/activities/materials and equipment

targets to be achieved in a given time

monitoring and assessment arrangements

review arrangements and date

Targets are sometimes called behavioural, instructional or performance objectives. They should describe the knowledge, skills or understanding that a pupil is expected to have by the end of a particular time period.

Targets should be SMART:

S Specific (behaviour, conditions, criteria)

M Manageable and measurable

A Achievable and agreed

R Realistic and reviewable

T Time bounded
Targets should include
1. Behaviour: the observable action; what the pupil must do to demonstrate mastery of the task (e.g. "say the alphabet")

2. Conditions: the conditions under which that behaviour is expected to occur (e.g. "given the oral direction, say the alphabet from memory")

3. Criteria for Acceptable Performance: to what extent the pupil will be able to perform the action (e.g. "...in thirty seconds with 100% accuracy")

While Individualised Educational Plans must be personal and specific to each individual pupil's needs, teaches can use dedicated software such as IEP Writer 2 or IEP Manager, to assist with the preparation of I.E.P.s. Teachers are required to use the same format and conduct a whole school approach.
IEP Formulation School Administration
The school administration will:

Link with the Clinic administrator during January each year and agree dates for October, mindful that IEP/Family meetings are complete before October mid-term break.

Book reasonable accommodation in the school building for IEP/Family meetings.

Set dates for individual families and liaise with families during June to be finalised before the commencement of summer holidays.

In September send out IEP forms to each family, ensure its return and dispersal to the teacher and therapists.

Circulate student forms to each class and record returns.

During October remind parents by school text of their IEP appointment.

Ensure minutes of the meeting are typed, circulated, agreed and finalised.

Keep record of final IEP and minutes of meeting.

Teaching staff
The teacher will:

Consult each of the pupil's file taking careful note of previous IEPs, End of year reports, Psychological and other therapists reports and other pertinent documentation.

Consult the completed parents IEP form

Consult the Student IEP form.

Contact the parent by phone and discuss the contents of the both IEP forms.

Formulate a draft IEP before the IEP / Family meeting based on the information gained.

Attend the IEP Family meeting and present the IEP and lead discussion on recommendations.

Amend the IEP as appropriate and forward to school administrator.

Request parent's agreement and signature of the Final IEP document.

The following forms of assessment will be used:

Observation

Specifically- designed tasks and tests (checklists)

Work samples and portfolios

Assessments and reports from psychologists, speech therapist, occupational therapist, behaviour therapist,

Reports from previous placements and professionals

Information from parents/guardians and special needs assistants.

The school designed checklists will be based on the following areas:
1. Communication and Language

2. Physical

3. Multisensory

4. Cognitive

5. Social Skills

6. Science Assessment

These assessments will be carried out by the class teacher at the beginning during and end of each year.
Parents
Parents provide a perspective on their children that is different from that of the professionals involved with the child. Parents are the source of vital information about the child's developmental history. Parents can often provide valuable information about the child's medical history/requirements, educational history strengths and gifts and emotional and social needs.
Parents are asked to consider:

What are your child's strengths?

What are your concerns regarding your child's education?

What were the results of your child's evaluation?

What are your child's academic, developmental, and functional needs?

Is the child's behavior interfering with her education?

Is the child's education hindered by a limited understanding of the English language?

Is the child visually impaired and in need of Braille instruction?

Is the child deaf or hearing impaired and needing to develop special communication skills?

Is there any special technology that will aid the child's educational development?

Complete the IEP Parents form in consultation with all members of the family.

Speak with the teacher about your priorities for the coming year.

Therapists and other professionals

The range of professionals consulted in relation to a child's educational programme may vary as appropriate. The information provided by such professionals may include: information about the child's medical needs, physical or sensory development, cognitive functioning, emotional and/or behavioural development, speech and language, communication, hearing and/or vision. Information gathered from these professionals can help determine the child's strengths and needs across a range of functioning.

All therapist involved and working with the child are invited to the IEP meeting and their view and inputs are recorded in the minutes of the meeting.

IEP Process

The school secretary will book suitable accommodation in January each year for the following October.

In June the school secretary will link with the School Clinic Administrator and draw up a timetable of IEPs for the following October.

In September the School Clinic Team Co-ordinator and the Principal will host a Parent's meeting to explain the IEP process and encourage participation. Pre IEP forms will be distributed at this meeting and sent home with each child.

The school secretary will ensure return of IEP forms and distribution to all staff (school and clinic)

Teachers will administer child friendly pre IEP forms to parents and students and ensure their return. The school secretary will ensure all staff receive copies of this form.

Teachers will phone parents and discuss learning targets based on returned forms. (Parents and Students)

Therapist will ring parents and discuss therapy goals with parents based on information supplied in the IEP forms.

Teacher will construct DRAFT IEP document

Therapists will construct DRAFT Therapy plan

Teacher, SNAs, Parents, student and all relevant therapists will attend scheduled meeting and finalize teachers and therapist's goals.

The teacher will write up the IEP and distribute to parents for signing.

A copy of the IEP will be lodged with the school Office for storage.

Parents are offed a review of the IEP or parent / teacher each February.

The IEP process will be reviewed during the May Teacher staff meeting.

The preparation and construction of a pupil's IEP is an important part of the school year. The school is committed to this resource and will review the process with all parties on an annual basis.

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An Individual Education Plan (IEP) is a written document prepared for a named student. Specifies the learning goals that are to be achieved by the student over a set period of time (usually one year) and the teaching strategies, resources and supports necessary to achieve those goals.

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Neurodivergent children are being failed in mainstream schools, teachers warn | 5 News

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How to Identify When Your Child Needs an IEP

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How to Identify When Your Child Needs an IEP

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All too often, parents see their child struggling in public school, but are unsure how to provide her with the assistance she needs. Many times, the assistance your child needs is beyond what you can provide them. Sadly, when parents seek help from their child's school, in some school districts, they may find that the school denies that there's anything wrong. Everything is "fine." Your daughter is adorable and charming and a pleasure to have in class (yet, at home, she cries every night as she struggles through homework). Or you son is just a "boy," and boys mature later and the fact that he still cannot read is "nothing to worry about," if you would just relax and give him time to catch up (yet at home he tells you every day that he thinks he is stupid and everyone else is smarter than him). Relax, relax, relax. Really?

As a parent, no one knows your child better than you do. You may not be an educator, but you know that your child is suffering and something is terribly wrong. Learn how to identify when it is time for your child to be evaluated and considered for an individualized educational plan (IEP), even if teachers and administrators are not listening to your concerns.

If you suspect your child as having a learning disability (it is okay if you do not know specifically what that disability may be - that is the job of a professional to tease out), your school district can (and should) evaluate your child for FREE in all areas of a suspected disability. You may, however, choose to have your child privately evaluated (and if you do, you should share that evaluation with your child's school, even though you are the one who paid for it).
What is an IEP?
An IEP is an educational program that is designed specifically to meet your child's unique learning needs. It provides "special education" services. Special education is not a "place," rather it is a constellation of services individually tailored to support your child and help your child to make educational progress.
Struggling to Finish Work
Oftentimes, one of the first signs that a student may need an IEP is that he's consistently struggling to finish schoolwork, even if the work seems straightforward and for a student without a learning challenge, likely would not take much time to complete. Your child's regular struggle with homework could indicates either he does not understand what is being taught in school or that he is having a harder than average time at following directions or focusing on the task at hand.
Disruptive in School
If a student is reported to be disruptive at school and typical discipline or rewards for good behavior is not proving effective, your child's negative behavior may be a symptom that there is a deeper problem. Your child should be evaluated to determine the cause of the behavior so that a plan can be put in place to help and support your child at school, and perhaps, beyond the school day.
Fighting at Home
If you notice your child is becoming increasingly belligerent at home and acting out, especially when it comes to completing schoolwork, it could indicate a learning or emotional issue that your child (and you) will need professional assistance. Students who are struggling in school may act out in anger at home and in school because they are frustrated and do not know how to fix the problem. This could eventually lead to poor self-esteem and seeing themselves as "the problem," rather than the underlying issue that is causing distress.
Special Factors
In order for your child to receive an IEP, he or she must have a classifiable disability (there are 13 Categories of Classification under the Individuals with Disabilities Education Act). In addition, the Individuals with Disabilities Education Act (IDEA) lists five special factors that the IEP team must consider in the development, review, and revision of each child's IEP. The five special factors outlined in the IDEA. These five factors are:

behavior that impedes learning

limited English proficiency

blind or visually impaired

communication needs

the use of assistive technology

If your child is very young, you may not be aware that these issues may exist, such as inability to hear or see during lessons. It is important that your child is evaluated in all suspected areas of disability to take the time to evaluate all possibilities in order to get your child the help he or she they needs.

As noted above, negative behaviors may indicate that there is a deeper issue and it is not simply that your child does not enjoy school, lacks discipline or is "lazy." Once you begin to see that your child's behaviors are negatively affecting his ability to learn or his relationships, it is time to work toward identifying the deeper issue under the behavior. This work ideally should be a collaborative process between you and your child's school team.
All Children Are Different
It is important to note that different children will show different signs of needing help, so there is no one-size-fits-all for children who are struggling in school (or at home with homework or behavior). You know your child better than anyone else, so listen to your instinct and if you think something is wrong, ask your child's school for an evaluation. If your pleas are ignored, have your child privately evaluated and share the evaluation with your child's school.

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How to Identify When Your Child Needs an IEP | Spencer Walsh Law, PLLC

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All too often, parents see their child struggling in public school, but are unsure how to provide her with the assistance she needs. Many times, the assistance your child needs is beyond what you can provide them.

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A guide for parents on talking to their child about their IEP

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A guide for parents on talking to their child about their IEP

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IEP Evaluations: How (& Why) to Talk to Your Child About It - Braintrust

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For many parents, talking to kids about their disability diagnosis and IEP can feel touchy. It can also feel like a lot of pressure to start the conversation, and even more pressure to make sure it doesn't crush their spirits. The first step for parents is to reframe their own perspective on what it means [...]

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Although this is an American article, its points are still valid to IEPs in Ireland

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A PDF containing advice for teachers on the IEP process

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A PDF containing advice for teachers on the IEP process

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Tips for Parents Heading into Their Child's IEP Meeting

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Tips for Parents Heading into Their Child's IEP Meeting

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I remember walking into my first IEP meeting for my daughter before she entered kindergarten six years ago. It was a small room filled with many unfamiliar faces around a large conference table. I took my seat feeling anxious and unsure amongst the administrators, supervisors, therapists, and teachers that sat around me.

When the meeting began, my husband and I listened to a group of strangers talk about our daughter. We heard phrases like "below average" and "very low." We listened to a slew of numbers detailing how standardized assessments rated our "non-standard" child. We listened to all the ways she was not keeping up with her same-age peers.

I was caught off guard by how hard it was to listen to the IEP team members talk about the evaluation results. I didn't recognize the little girl they described. It was gut-wrenching. The little person that was being explained with scores and percentile rankings was not the little person I knew. I was shocked at how these reports could be missing so many of her strengths and the wonderful characteristics she possessed. Things like her emotional intelligence with an innate ability to understand how anyone was feeling. Like the fact that she was able to communicate her needs and wants effectively despite her significant language delays. Like how she loved people and worked hard and wanted to make others proud.

It was in this meeting that I realized what an important job I had moving forward. I would need to be the one to fight for my child to make sure that the people around every table really knew her. I would need to use my voice to educate others about who my child is and of all the things that she is capable. I would need to work diligently as part of the IEP team to make sure my daughter received what she needed.

An IEP, or Individualized Education Program, is a plan created for a child with disabilities to ensure they have the instruction, supports, and services they need to succeed in school. (Note that IEPs only apply to public schools; they do not cover private schools). IEPs are covered under the federally-mandated Individuals with Disabilities Education Act ( IDEA), which is a "law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children." Children must be evaluated to see if they are eligible for an IEP.

My daughter was born with multiple medical issues which led to developmental delays. These things make it necessary for her to receive certain educational accommodations, modifications, and services (such as speech therapy) to allow her to have the same access to educational materials and instruction as other students. These things help "level the playing field" between her and her typically developing peers.

Note that children born with medical issues that lead to developmental delays under the age of 3 qualify for a federally-mandated program called Early Intervention. Early Intervention provides special education services to infants and toddlers.

IEPs are necessary for some children with disabilities to ensure that they are successful in school, but for parents of children with IEPs it can sometimes feel overwhelming. Along with the emotional toll the process can take on parents, there is so much to learn about special education and what rights families have when it comes to their child. It can be stressful and confusing.

Based on my experience of attending years of these meetings and reading countless evaluation reports, here is my advice for parents heading into an IEP meeting:

Take deep breaths.

The IEP team is made up of educators and the parents. It can be intimidating to sit across from so many teachers, administrators, and school representatives, but your part in this meeting is equally-if not more-important than theirs. Never underestimate the value of your role on your child's IEP team. The IEP team is also known as the school-based support team (SBST) and can involve an occupational therapist, speech therapist, physical therapist, school psychologist, social worker, and special educator.

Be prepared.

Know what you want for your child and what questions you have. What would you like to see when it comes to your child's education? What goals do you have for them? A short-term goal could be anything from mastering a certain math concept to being able to pack and unpack their book bag independently. Long-term goals could include where you would like to see your child after high school. Nothing is too big or too small for discussion. This is your chance to address your concerns.

You know your child best, and no one knows the ins and outs of their capabilities like you do. Advocate for them. Let the people around the table see what you see in your child.

Most people at the IEP meetings will be well-meaning. It is so easy to get caught up in an "us vs. them" mindset, especially if you have had bad experiences at IEP meetings in the past. Try to go in with an open mind. This will help you, too. I promise.

Stand your ground.

You will never regret advocating too hard for your child, but you will regret agreeing to something that you're not comfortable with. Trust your gut as a parent. Remember, IEPs can be amended at any point. If something is not working for your child, the team can meet again at your request to discuss changes.

Bring support.

As I mentioned, meetings can sometimes feel confusing or overwhelming. You have the right to bring a special education advocate to help figure out what your child needs if something is not working or if you feel your voice is not being heard.

It's OK to cry.

There's no shame in letting your humanness show. You are discussing big issues regarding your child's schooling and future. You are hearing things that may be difficult to hear and fighting for your child with all your heart. Tears may come. Feel your feelings and keep moving forward.

Take care of yourself.

IEP meetings are emotional roller coasters. You will probably be exhausted afterwards. Remember this is a normal response to a stressful situation. Take some time for yourself, call a friend to debrief, and be kind to yourself. You have a hard job, and you are doing great.

Above all, remember that you are the expert on your child. I would argue that you are the most important person sitting at their IEP meeting. Feel confident in knowing that your input is invaluable in creating the best program for your child.

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Tips for Parents Heading into Their Child's IEP Meeting

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The IEP process can be stressful and overwhelming for parents of children with disabilities. Here are some tips on how to effectively handle meetings.