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IEP process: current practice and perspectives

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IEP process: current practice and perspectives

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Professional learning and the IEP: implications for teachers 

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Professional learning and the IEP: implications for teachers 

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The development of an effective Individualized Education Program (IEP) truly is critical to the success of a student with complex learning needs. An IEP is as unique as each learner, developed through a complex process by multiple team members with varied roles. But there are elements that, by law, must be included in every plan.

We've created this informative infographic of the required IEP components as a quick reference to help keep both new and veteran educators on track.

View Accessible Text Version

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Components of an Individualized Education Program

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The development of an effective Individualized Education Program (IEP) truly is critical to the success of a student with complex learning needs. An IEP is as unique as each learner, developed through a complex process by multiple team members with varied roles. But there are elements that, by law, must be included in every plan.

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Most teachers have at least one or two students with IEPs in their classrooms each year, and sometimes many more. What is an IEP, and how does it affect students, teachers, and families? Here's what you need to know.

What is an IEP?

Source: Modern Teacher

IEP stands for Individualized Education Program. It's a legal document that clearly defines how a school plans to meet a child's unique educational needs that result from a disability. IEPs were first introduced in 1975, when Congress passed legislation that gave children with disabilities the right to attend public schools.

Today, IEPs are covered under t he Individuals With Disabilities Education Act (IDEA). This federal law entitles all children with certain types of disabilities a free, appropriate education . Children who qualify must be provided with an education that meets their unique needs, provides access to the general education curriculum, and meets state grade-level standards.

What is the purpose of an IEP?

The IEP is the cornerstone of a child's special education program. It assesses their present performance, sets reasonable measurable goals for the child, and specifies the services the school will provide. IEPs grow and change along with a child and are regularly reevaluated to ensure they're still effective (at least annually, sometimes more frequently).

IDEA says that school districts must provide a free, appropriate public education (FAPE) to all children. What's more, they must allow students to participate in that education in the least restrictive environment (LRE) possible. They must be given the opportunity to participate in the traditional school experience to the full extent possible.

Least Restrictive Environment (LRE)

Source: LREs at Undivided

When federal law first required public schools to admit special education students in the 1970s, many of them grouped these students together into special ed classrooms or buildings. This isolated them from their peers, leading to stigma among the general public. Plus, students of wildly varying abilities were often all in one classroom, making it difficult to meet all of their needs.

When IDEA went into effect in 1990, one goal was to change the stigma and give all students a more appropriate education among their peers. To that end, the law stated students must learn in the least restrictive environment. In other words, schools were urged to find ways to serve students with special needs in the general classroom whenever possible.

An IEP can help schools and teachers figure out how to help students succeed in the LRE that's right for them, which for many is a general education inclusion classroom, possibly with push-in, pull-out services. For some students, a general classroom isn't an appropriate LRE. However, the law requires schools to do their best to keep kids learning alongside their peers before opting for a different choice.
Learn more about Least Restrictive Environments (LRE) here.
Who qualifies for an IEP?

IDEA covers children from birth until they graduate high school or turn 21, whichever comes first. To qualify, a child must fall under one of 13 disability categories, and their disability must adversely affect their school performance. Just because a child has a disability does not mean they need special services or require an IEP. They do have the right to be evaluated for one, though.

These are the included categories and legal definitions under IDEA:

Autism Spectrum Disorder: A developmental disability that mainly affects a child's social and communication skills, and sometimes behavior

Deafness: A severe hearing impairment that prevents a child from processing language through hearing

Deaf-Blindness: A combination of a hearing and a visual impairment

Hearing Impairment: Hearing loss that is less severe than deafness

Intellectual Disability: Below-average intellectual ability

Multiple Disabilities: A child with more than one condition covered by IDEA

Orthopedic Impairment: An impairment to a child's body, no matter the cause

Other Health Impairment: Conditions that limit a child's strength, energy, or alertness

Specific Learning Disability: A learning issue that affects a child's ability to write, listen, speak, reason, or do math

Speech or Language Impairment: A range of communication problems such as stuttering, impaired articulation, etc.

Traumatic Brain Injury: A brain injury caused by an accident or some kind of physical force

Visual Impairment, including Blindness: Partial or complete loss of sight, not correctable by eyewear

What information does an IEP include?

Each IEP must be an individualized document, created especially for the child in question. There is no standard form, but the law does require it to include sections for present levels of performance, goals, and services. See a sample IEP with its sections explained here.

Present Levels of Performance (PLOP, PLP, or PLAAFP)

Source: Maryland Online IEP

This section documents a child's current school performance and how their disability affects their progress and involvement. These are reevaluated on a regular basis, at least annually, and updated as needed. They should include a detailed look at:

Academic Achievement: This refers to a child's progress in academic subjects like reading, math, science, etc. It could be based on observations of classroom teachers, grades, results of state and district standardized tests, special education evaluations, and more.

Functional Performance: This term encompasses all the skills and activities kids learn that aren't directly related to academics. That might include language development, social skills, behavior, life skills, mobility skills, and so on.

Learn more about the Present Level of Performance component of an IEP here.
Goals

Source: A Day in Our Shoes

An IEP must include measurable goals for the student that can be reasonably accomplished in a school year. The goals are based on the student's present level of performance and focus on the student's specific needs.

It's vital that the goals on an IEP be "measurable." This means they must be very specific in their wording. A goal should include how success will be measured, and when progress is expected to be seen.

Here's an example of a poorly written IEP goal: "The student will improve their reading skills by focusing on sight words." This goal doesn't include any way in which progress can be measured, or a projected time frame for meeting the goal.

Instead, this goal might say, "At the end of the first grading period, the student will demonstrate mastery of a list of 50 common sight words by reading aloud the words when presented on flash cards, with an accuracy of 95%."
Discover much more about IEP goals here.
Services

Source: IEP Related Services at Undivided

In this section, schools state the ways they'll help the child achieve their IEP goals. This might include:

Accommodations: These are special arrangements that aren't part of the standard classroom equipment or policy. For instance, a child with sensory-processing issues might be permitted to wear noise-cancelling headphones in the classroom. Or a student with vision challenges might have a written test read aloud to them and be allowed to respond orally. Accommodations don't change what a student learns, it only changes how they learn it. See more examples of classroom accommodations here.

Modifications: Modifications do involve changes to what a child is learning. They might lower or raise expectations for specific standards, or reduce the amount of work a child is expected to produce. Learn about modifications vs. accommodations here.

Assistive Technology: Examples include text-to-speech software, typing instead of handwriting, closed-captioning, hearing aids, pencil grips, etc. See more about assistive technology here.

Related Services: These are any other services kids need to help them succeed in the LRE, such as transportation services, occupational therapy, social skills groups, interpreters, or classroom aides. Here's more on IEP related services.

Who creates an IEP?

Source: FosterVA

Under IDEA, schools are required to actively seek out and identify students who qualify for special education services. It's often a classroom teacher who first suggests a student be evaluated for these services. Other times, a doctor, counselor, or parent may initiate the process.

Once a school decides to evaluate a student, they must seek parental approval. Schools usually have set processes in place, including assessments and evaluations, but they must follow the law. Most districts have IEP coordinators to help with the process. Parents may also choose to have their children evaluated privately, at their own cost.

After an evaluation determines a child qualifies for special education services, the IEP team is assembled. This might include:

Classroom teachers

Special ed team members

Counselors or psychologists

Behavioral specialists

District representatives

Other interested parties, such as other teachers or staff members who interact with the child

Parents or legal guardians

Child, if appropriate

The IEP team changes over time, and not all members must attend meetings. However, at each formal yearly evaluation, it's best to assemble as many members of a team as possible.

What rights do parents have in the IEP process?

Source: Dr. Nicole Connolly

The law gives parents some very specific rights in the IEP process. Parents and legal guardians have the right to:

Request a special education evaluation at no cost

Give or deny consent for a special education evaluation

Agree or refuse the special education services offered

Have an independent evaluation performed (at their own cost)

Disagree with a school's decision by asking for a due-process hearing or mediation

Participate in or request IEP meetings, and bring others to the meeting

Review IEP documents at any time

Control who has access to their child's IEP

Receive prior written notice of any proposed changes to the IEP

Find out more about IEPs and parental rights here.
IEP Resources

In addition to the resource links throughout this post, here are some additional places to find info for parents, teachers, and schools on IEPs.

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As a parent or a teacher, you might wonder "What is an IEP, and how can it help a child succeed in school?" Find out more here.

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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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For students with diagnosed learning disabilities, receiving services under the , the Individual Education Plan establishes goals and objectives for the school year * As your child's advocate, it's up to you to ensure that this document includes, at a minimum, the core elements outlined here

The Individual Education Program (IEP) is the roadmap for your child's education. It is a legal agreement between parent and school that states what your child will learn and be able to do as a result of the programs and services he will receive. Simply put, the purpose of the IEP is to set annual targets for your child and answer the question: Is he learning and mastering skills?

As the parent of a child with learning differences, it's your responsibility to ensure that the IEP fits your child. No one knows your child better than you. It, therefore, behooves you to take an active part in the development of the IEP, and monitor adherence to it as the year unfolds.

Although you are one of several members of his IEP team, you are the only one at the table representing his interests alone.

Essential Elements of An IEP

To ensure that the IEP reflects your child's educational goals, you must read and understand each page to verify that it is filled out completely, accurately, and appropriately. You must also review the document to make sure that it contains, at a minimum. the essential elements described below. If they are not present in your child's IEP, your job is to ask why not, and to work toward making them a part of this document.

1. Strengths and weaknesses. Does the IEP reflect your input regarding the skills he does well and the skills he needs, as well as what you want him to know and do?

2. Correct diagnosis. Does it contain an accurate, comprehensive definition of your child's diagnosis, expressed clearly so that you understand how and what areas of learning are affected?

3. Current performance indicators. Does it present a clear, valid picture of his present level of performance in such a way that it can be used as a benchmark to measure future progress?

4. Valid interventions. Are you convinced that the treatment programs recommended are research-based and effective for his particular learning needs?

5. Realistic, measurable goals. Are the annual goals meaningful and attainable; will objective measures be used to determine if the goals have been achieved?

6. Short-term objectives. Do the short-term (interim) objectives leading up to the annual goal specifically describe how progress will be measured, and is there a timetable and mechanism for regularly reporting progress, or lack thereof, to you?

7. Social considerations. Does the IEP provide a program for your child that allows maximum involvement with peers, in compliance with the law's Least Restrictive Environment mandate?
Noreen O'Mahoney, CSW, SDA, is the founder and director of Collaborative Advocacy Associates, in Wilton, CT.
Related Smart Kids Links

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For students with diagnosed learning disabilities, receiving services under the , the Individual Education Plan establishes goals and objectives for the school year * As your child's advocate, it's up to you to ensure that this document includes, at a minimum, the core elements outlined here The Individual Education Program (IEP) is the roadmap for your child's education.

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Individual Education Plans (IEPs): How to develop an individual education plan | education.vic.gov.au

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supports and perssonel available to students

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supports and perssonel available to students

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What Is an IEP? | Individualized Education Program Explained

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7 Steps In An IEP Process | Special Education Decoded

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IEP Goals Defined | Special Education Decoded

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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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Audiology services include:

the identification of the range, nature, and degree of hearing loss

referrals to specialists

the provision of services and counseling related to language habilitation, auditory training, speech reading (lip-reading), hearing evaluation, speech conservation, and the prevention of hearing loss

the selecting and fitting of appropriate hearing aids.

Under IDEA, counseling services are available to support students both academically and personally, and can be provided by social workers, psychologists, guidance counselors, or other qualified providers.

The counselor can work with a student to set and reach goals, develop a more positive attitude toward school, and identify their strengths. They can also work with students on social-emotional needs, including developing self-knowledge, responsibility, and better decision-making. In California, Educationally Related Intensive Counseling Services (ERICS) - formerly called Educationally Related Mental Health Services, or ERMHS - are considered for students whose social-emotional needs directly affect their ability to benefit from special education. (This is measured by assessments in the area of socio-emotional performance, student's progress on goals and objectives, their grades and attendance, and other measures.)

Note that IDEA lists counseling services separately from parent counseling/training, rehabilitation counseling, and psychological services.

Early identification and assessments of disabilities in children

Identifying disability in children as early as possible maximizes the amount of time they can benefit from intervention services such as speech and occupational therapy to help them grow and develop. Prior to the age of three, children can access assessments and services through Regional Center. Making sure that a child's disability is properly assessed is the difference between providing the tools they need to grow and access their environment and education and not helping a child achieve their full potential. It is really important!

In the school setting, "early identification and assessment" means that the school will develop and put into place a formal plan for identifying a disability as early as possible in a child's life in order to make sure the child can benefit from their education. These assessments can take the form of screening for specific disabilities like autism, speech-language delays, and low vision as well as identifying learning issues in the academic setting. Districts are obligated under California's Child Find Mandate to offer an evaluation and obtain a parent's consent to assess a student for special education.

To learn more about the importance of early intervention, read our article The 4 Ws of Early Intervention. You can learn more about assessments in our article Assessments and IEEs.

Deafness and Deaf-Blindness are two of the thirteen categories under IDEA that qualify a child for an IEP. Students with these diagnoses are eligible for interpreting services, which include oral and cued language transliteration services, sign language transliteration and interpreting services, and transcription services, such as communication access real-time translation (CART), C-Print, and TypeWell.

In California, Deaf and Hard of Hearing (DHH) is defined as a total or partial loss of hearing that limits a student's ability to access their education. California is one of seventeen states that have adopted the National Association for the Deaf's Bill of Rights for DHH Children, which grants DHH children the right to learn both English and American Sign Language (ASL) "with the support of intervention services prior to entering school and reinforced within the school system." This may include an educational interpreter to facilitate communication for a DHH student in the general education classroom and during other school-related activities.

IDEA describes medical services as "services provided by a licensed physician to determine a child's medically related disability that results in the child's need for special education and related services." And there's a reason why most of us have never heard of medical services as provided by a school district - it has a long and somewhat contested history as a related service.

According to the Center for Parent Information and Resources, after a 1999 case that went all the way to the Supreme Court, the court ruled that "if a related service is required to enable a qualified child with a disability to remain in school, it must be provided as long as it is not a purely 'medical' service. What is considered 'medical' . . . are those services that can only be provided by a licensed physician (and only for the purposes of diagnosis or evaluation)." Disability Rights CA uses this example: if a child is suspected of having a medical diagnosis - such as ADHD - that can only be made by a physician, and this diagnosis would qualify the child for special education, the school district must make sure the child receives that evaluation, and cannot require that the parent (or the parent's insurance) pay for it.

Medical support such as bladder catheterization or tracheostomy tube suctioning that can be provided by a nurse or other qualified school staff member would be provided under the category of school health and nurse services.

Occupational therapy (OT) uses a wide range of therapies and tools to work on a variety of skills, including:

fine motor skills, which are needed to control the movement of our hands and fingers as well as the muscles in our face, tongue, and feet;

functional life skills, including self-advocacy, self-care skills like washing hands and toileting, preparing and ordering food, and more;

social skills to communicate and collaborate with peers;

use of adaptive tools and equipment to access and participate in the school and home environment;

hand-eye coordination, which not only helps us process visual information but is also needed for tasks such as throwing a ball or typing on the computer;

executive functioning to help a child plan, initiate, organize, remember, and connect information;

sensory processing, which helps us make sense of our body in the environment through proprioceptive play (swings, trampolines, slides) and processing sensory input.

In schools, OTs focus on skills needed to access the curriculum, such as the fine motor skills needed for handwriting, and supports needed in the classroom and school environment, such as accommodations like adaptive scissors and pencil grips, extra time to travel between classrooms, and supporting a student's sensory needs.

Orientation and mobility services

Orientation and mobility (O&M) services are intended to help students who are blind or have low vision learn strategies to safely navigate their school, home, and community environments. Services may include teaching students how to use the senses (sound, temperature, vibrations) to orient themselves (such as when crossing the street); use a cane or service animal; use visual aids; and more. According to the Center for Parent Information and Resources, when a child who does not have a visual impairment needs help navigating their school and community environment, they may receive travel training (included as a related service under the heading of "transportation") to help them learn the skills they need to get around safely. Check out our article about campus orientation to see what factors an O&M therapist considers to help a student access their school environment.

Parent counseling and training is intended to help families understand their child's needs related to their disability and to learn skills that will help parents support the goals in their child's IEP or IFSP.

While it's not explicitly mentioned as a part of parent training, Dr. Pelangka reminds us that we as parents can also ask the school to share tools and strategies that are being used in the classroom so that we can carry over the same accommodations and/or modifications at home:

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IEP Related Services: Therapies, Counseling, Training, and More

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Audiology services include: the identification of the range, nature, and degree of hearing loss referrals to specialists the provision of services and counseling related to language habilitation, auditory training, speech reading (lip-reading), hearing evaluation, speech conservation, and the prevention of hearing loss the selecting and fitting of appropriate hearing aids.

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If this is your first IEP meeting, get a copy of the basic Individual Educational Program (IEP) form from your Special Education Director ahead of time. Review it carefully to understand the information required. If your child already has an IEP, make sure you review it prior to discussing a new IEP…

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EDUCATION FOR PERSONS WITH SPECIAL EDUCATIONAL NEEDS ACT 2004

SCHEDULE 1

Membership and Meetings of Council

SCHEDULE 2

The Chief Executive Officer

Acts referred to

Companies Acts 1963 to 2001

EDUCATION FOR PERSONS WITH SPECIAL EDUCATIONAL NEEDS ACT 2004

"education plan" shall be construed in accordance with section 3 or 8, as appropriate;

( a) a health board established under section 4 of the Health Act 1970 ,

"team" shall be construed in accordance with section 8 ,9 or 11 as appropriate;

(4) Without prejudice to section 5 (5), an assessment referred to in subsection (3) shall be-

(6) Where the principal of a school is of the opinion, having regard to any guidelines that may be issued by the Council from time to time under subsection (8), that the arrangement of an assessment under subsection (3) of a student is not practicable he or she shall request the Council to arrange for an assessment of the student under section 4.

(7) If the Council accedes to a request under subsection (6), section 4, with the necessary modifications, and section 5 shall apply accordingly.

( a) having regard to the nature and extent of a child's special educational needs as established by an assessment under this section, the preparation of an education plan under subsection (5) in accordance with the guidelines for the time being in force under section 9 (3) will not meet the child's special educational needs, or

( b) whether the opinion is formed in consequence of a review under section 11 or otherwise, an education plan prepared under subsection (5) in respect of a child is not meeting those needs of the child and the taking of any steps by a special educational needs organiser under section 11 on foot of any report by the principal under subsection (3) of that section is unlikely to result in those needs being met,

(12) If the Council accedes to a request under subsection (11), then subsections (3) to (5) of section 8 shall apply and, in the case of paragraph (b) of subsection (11), the education plan prepared by the Council under section 8 shall supersede the education plan referred to in that paragraph.

Mode of assessment under section 3 or 4.

5.-(1) An assessment under section 4 shall be carried out with the assistance of persons possessing such expertise and qualifications as the health board or the Council considers appropriate; those persons may, in the discretion of the board or the Council, include one or more of the following:

(2) A health board, the Council or a principal, as appropriate, shall facilitate, in a manner that is consistent with the assessment being carried out effectively, the participation by the parents of the child concerned in the carrying out of an assessment under section 3 or 4.

(3) Before causing an assessment under section 4 (other than pursuant to a request under subsection (3) of that section) to be carried out, the health board or the Council shall give notice in writing to the parents of the child of the intention to do so and the reasons therefor and, subject to subsection (4), shall not cause the assessment to be carried out without the consent in writing of the parents.

(4) Where the parent of a child fails or refuses to give his or her consent, within such period as may be specified by the health board or the Council, to the carrying out of an assessment under section 4 to which subsection (3) applies, the health board or the Council, as the case may be, may apply to the Circuit Court for an order dispensing with the requirement under subsection (3) for the parent's consent and the Circuit Court may, on the hearing of the application, make such an order if it considers it in the best interests of the child to do so.

(5) An assessment under section 3 or 4 shall be carried out in a manner which conforms to such standards as may from time to time be determined, after consultation with the Minister, by a prescribed body, that is to say, a body standing prescribed by regulations made by the Minister for Health and Children for the purposes of its determining the standards that assessments under those sections must conform to.

6.-(1) Parents may, in respect of their child, appeal to the Appeals Board against an assessment made under section 3 or 4 in relation to the child on the ground that it was not carried out in a manner which conforms with the standards determined under section 5 (5).

( a) allow the appeal and give such direction as it considers appropriate to the principal, the health board or the Council, as appropriate, (which may include a direction requiring a fresh assessment under section 3 or 4 to be carried out in relation to the child), or

7.-(1) In the case of a child who is not a student, the relevant health board shall, subject to subsection (2), provide to the child such of the services identified in the assessment carried out under section 4 in relation to the child as are necessary to enable him or her to participate in and benefit from education.

( a) an appeal against an assessment under section 6 or an appeal under section 12 in relation to an education plan is made, or

8.-(1) The Council upon being informed by a health board or the principal of a relevant school that a child has special educational needs, shall, unless an education plan has been or is being prepared under section 3 in respect of the child, direct the relevant special educational needs organiser to cause to be prepared a plan for the appropriate education of the child (in this Act also referred to as an "education plan").

9.-(1) An education plan under section 3 or 8 shall be in such form as the Council may determine from time to time and specify in a notice published, in such manner as it thinks fit, for the purposes of this subsection.

(2) The matters to be specified in an education plan under section 3 or 8 shall include-

(3) The Council may prepare guidelines with respect to the matters to be provided in an education plan prepared under section 3 by reference to the category of special educational need (being a category of such need specified in the guidelines for the purpose) that is relevant to the child concerned and, in particular, by reference to that category, with respect to the matters specified in paragraph (e), (g) and (h) of subsection (2).

(8) If the subject of an appeal under subsection (6) is whether a particular school specified in a request of parents should be designated, the Appeals Board shall cause the board of management of that school to be made a notice party to the appeal and that board shall have the right to make submissions to the Appeals Board in relation to the matter (and subsection (5) shall apply for this purpose as it applies for the purposes of an appeal under subsection (3)); for the purposes of such an appeal the Appeals Board shall require the Council to indicate whether it would, if it were to designate the particular school concerned, make a recommendation of the kind referred to in subsection (2) and if it indicates that it would make such a recommendation, to specify the nature of it.

( a) allow the appeal and give a direction to the principal requiring him or her to review or cause to be reviewed the education plan (and such a review shall be regarded as a review under subsection (1), and subsection (2) shall apply accordingly), or

22.-(1) There shall be, for the purpose mentioned in subsection (2), a consultative forum, that is to say, a group of persons who shall be appointed in accordance with subsections (3) and (5) and who, as a collective body, are referred to subsequently in this section and in section 23 as the "consultative forum".

( a) specify a date for the commencement of each of the provisions of this Act (other than sections 19 to 21),

27.-The National Council for Curriculum and Assessment shall consult with the Council prior to advising the Minister under section 41 (2)( f) of the Education Act 1998 .

( d) any matter affecting the Council referred to in a special report of the Comptroller and Auditor General under section 11 (2) of the Comptroller and Auditor General (Amendment) Act 1993 or in any other report of the Comptroller and Auditor General (in so far as it relates to a matter specified in paragraph (a), (b) or (c)) that is laid before Dáil Éireann.

35.-The Minister shall within one year from the passing of this Act by order or orders appoint a day to be the establishment day for the purposes of sections 19 and 36 and the day that is so appointed for the purposes of one of those sections may be different to that which is so appointed for the other of them.

( e) such provisions consequential on, or incidental to, the foregoing provisions or the provisions of subsection (3) or (4) as the Minister may consider necessary or expedient.

40.- Section 7 of the Education Act 1998 is amended by inserting the following subsections after subsection (4):

SCHEDULE 1

Membership and Meetings of Council

Section 19 .

SCHEDULE 2

The Chief Executive Officer

Section 24 .

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irish statute book; irish legislation; acts; statutory instruments; constitution

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Education for Persons with Special Educational Needs Act 2004

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EDUCATION FOR PERSONS WITH SPECIAL EDUCATIONAL NEEDS ACT 2004 SCHEDULE 1 Membership and Meetings of Council SCHEDULE 2 The Chief Executive Officer Acts referred to Companies Acts 1963 to 2001 EDUCATION FOR PERSONS WITH SPECIAL EDUCATIONAL NEEDS ACT 2004 "education plan" shall be construed in accordance with section 3 or

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considering assistive technology in the IEP process

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considering assistive technology in the IEP process

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PPT - Considering Assistive Technology in the IEP Process PowerPoint Presentation - ID:498212

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Considering Assistive Technology in the IEP Process. Goals. Definition. Plan. Consideration. Objectives. Define assistive technology Identify where assistive technology is addressed in the IEP Understand how to identify assistive technology in the IEP

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The the world of special education and Individualized Education Programs (IEPs) can be overwhelming for parents new to this journey. An IEP is a legal document designed to ensure that students with disabilities receive the necessary support to succeed academically and functionally. Let's investigate the five main components of an IEP in detail, providing you with a comprehensive understanding of each element. Let's explore these components, empowering you to become an informed and effective advocate for your child's educational needs.
Present Levels of Performance:
The first component of an IEP is the "Present Levels of Performance" section. This part of the document provides a comprehensive overview of your child's current academic and functional abilities. The IEP team, which includes educators, specialists, and parents, gathers and analyzes relevant data to identify your child's strengths, weaknesses, and any challenges they may be facing. This information serves as the foundation for developing appropriate goals and designing an effective educational plan.

The "Present Levels of Performance" section may include:

Academic assessments and test results

Classroom observations and teacher evaluations

Reports from therapists or specialists

Input from the student and parents regarding their experiences and preferences

Goals:
In the "Goals" section, the IEP outlines the specific academic and functional objectives that your child will work towards during the school year. These goals are designed to be measurable, achievable, and tailored to your child's unique needs. They serve as a roadmap to guide your child's progress and provide a clear framework for tracking their development.

When setting goals, it's essential to consider your child's strengths and challenges, as well as their interests and aspirations. The IEP team collaborates to create objectives that promote growth and build on your child's existing abilities.
Services:
The "Services" section details the special education and related services that your child will receive as part of their IEP. These services are based on the identified needs and goals, ensuring that your child receives the appropriate support to make progress in their academic and functional areas.

Examples of services that may be included in the IEP are:

Speech therapy to improve communication skills

Occupational therapy to address fine motor difficulties

Physical therapy to enhance gross motor skills

Counseling to support social and emotional development

Resource room support for additional academic assistance

Least Restrictive Environment (LRE):
The "Least Restrictive Environment" (LRE) component emphasizes the importance of providing your child with an educational setting that encourages their participation in the general education curriculum to the maximum extent possible. The goal is to integrate your child with their non-disabled peers whenever appropriate, fostering inclusion and social growth.

The IEP team carefully considers the LRE while determining the appropriate placement for your child. This decision takes into account their academic abilities, support needs, and the potential benefits of interaction with typical peers.
Accommodations:
Accommodations are crucial to ensuring that your child can access the curriculum and participate in school activities effectively. The "Accommodations" section of the IEP outlines the specific adjustments and supports that will be provided to cater to your child's individual learning style and needs.

Examples of accommodations include:

Extended time for assignments and tests

Preferential seating to aid focus and attention

Use of assistive technology, such as text-to-speech software

Breaks during tasks to avoid sensory overload

Familiarizing yourself with these components and actively participating in the IEP process, allows you to become a powerful advocate for your child, ensuring they receive the personalized education they deserve. If you have any questions or need further guidance, feel free to ask in the comments, and together, we can work towards creating a thriving educational experience for your child.

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Understanding the IEP Process: The Five Main Components of an IEP

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The the world of special education and Individualized Education Programs (IEPs) can be overwhelming for parents new to this journey. An IEP is a legal document designed to ensure that students with disabilities receive the necessary support to succeed academically and functionally.

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Page 3: The IEP Process

Recall that the purpose of the procedural requirements is to make certain that the IEP process is followed in order to develop high-quality IEPs. Before they begin this process, however, educators should be familiar with some basic information about pre-referral practices and the guiding principles behind IDEA.

Pre-Referral

When a child exhibits learning or behavior difficulties, teachers first try to determine whether systematic changes to instruction or other aspects of the learning environment are sufficient to address them. This is referred to as the pre-referral process, a team-based approach many schools use to help classroom teachers implement interventions for students with academic or behavioral problems. For some students, these minor changes are enough, and no further interventions are required. For others, though, the pre-referral process leads to a formal referral to be evaluated for special education services. (To learn more about the pre-referral process, see the link to the IRIS Module listed in the IEP Toolbox at the bottom of this page.)

The Six Guiding Principles of IDEA

The guiding principles of IDEA provide overarching guarantees to students with disabilities and their families that must be adhered to during the IEP process. There are six guiding principles, some of which were introduced on earlier pages but are described in more detail below.

1. Complete, individualized evaluation: All areas of the suspected disability must be assessed, including any specific parental concerns. The results of this assessment must be comprehensive enough to identify all of the student's relevant academic and functional needs in order to guide future instructional decisions.

2. Free appropriate public education (FAPE): Each eligible student with a disability-one whose disability adversely affects school performance-is entitled to FAPE that is individualized to meet his or her unique needs and provided in conformity with that student's IEP.

3. Individualized education program (IEP): An IEP is a written statement of the special education services provided to meet the unique needs of a student with a disability between the ages of 3 and 21. The IEP, a blueprint of the student's FAPE, is developed in collaboration with the student's parents.

4. Lea st restrictive environment (LRE): FAPE is to be provided alongside peers without disabilities in the general education settings to the greatest extent possible. Removal from the general education setting should only occur in instances when the nature or severity of the disability is such that an appropriate education cannot be satisfactorily achieved in that setting, even with the use of supplementary aids and services.
least restrictive environment (LRE)
One of IDEA's six guiding principles; requires that students with disabilities be educated with their non-disabled peers to the greatest appropriate extent.

5. Parent participation: The most basic of IDEA's requirements is that parents are full and equal participants with the school district personnel on their child's IEP team-a group that includes a variety of education professionals, the student's parents, and the student, when appropriate.

6. Procedural safeguards: In addition to the right to active participation, parents have additional rights that include:

Giving informed written consent for their child to be evaluated, and to seek an independent evaluation if they feel compelled to do so

Access to their child's educational records

Dispute resolution through steps that can include state complaint, mediation, a resolution session, and/or a due process hearing

Explanation of these rights in writing, and in their native language when possible

These guarantees are included in IDEA to ensure that each student with a disability receives the individualized FAPE to which he or she is entitled. To satisfy the requirements of the law, these provisions must be adhered to throughout the IEP process.

Alphabet Soup

The field of special education uses so many acronyms, it can sometimes feel like trying to read a bowl of alphabet soup. Look for the IRIS soup can throughout this module for a quick review of some of these acronyms and the words or phrases for which they stand. Below are the ones we covered on this page.

LRE: least restrictive environment

Steps of the IEP Process

As we pointed out above, IDEA provides overarching guarantees to students with disabilities and their parents that are intertwined with the IEP process. The IEP process involves a series of formal steps, each with clear guidelines on how and when the IEP should be developed. By following this overall process, schools abide by the procedural requirements of IDEA. These steps are briefly outlined in the table below.

The student is referred for a formal evaluation, usually by school personnel or her parents. The student's parents must give written, informed consent. That is, they must understand that they are allowing their child to be evaluated to determine whether she has a disability that affects educational performance.

Evaluation

Timeline: The evaluation must be conducted within 60 days of receiving parental consent or within state established timelines.

This initial comprehensive, individualized assessment of the student is conducted in all areas of concern, including both academic and functional performance.

The data collected during this step form the foundation upon which the IEP will be developed. As such, its importance cannot be overstated.

Eligibility Determination

At this point, the student's evaluation results are reviewed with an eye toward answering a pair of key questions:

1. Does the student have a disability?

2. Does that disability affect the student's academic and/or functional performance to such an extent that she requires special education services?

If the answer to both these questions is "yes," the student is considered eligible for special education services.

IEP Development

Timeline: The meeting must be conducted within 30 days of the eligibility determination.

When a student meets the eligibility criteria, the IEP team develops the IEP. The IEP team determines and documents:

The student's academic and/or functional needs, as identified in the evaluation

Measurable annual goals that are reasonably calculated to enable the student to make meaningful progress

The services and supports the student will receive, and:

Which education professional(s) will provide them

The frequency and duration of services

The setting(s) in which the services will be delivered, sometimes referred to as placement

The method and timeframe for monitoring the student's progress

The mode and frequency for communicating the student's progress to her parents

For more information about the required members of the IEP team, view this handout: IEP Team Members

IEP Implementation

Timeline: The implementation must take place as soon as possible after the IEP is developed.

Education professionals provide the special education supports and services to the student as outlined in the IEP. If the student does not make appropriate progress, the IEP team meets to determine possible reasons for her lack of progress, and makes adjustments accordingly.

Annual Review

Timeline: The annual review must occur within 12 months following the development of the previous IEP.

The student's progress toward meeting her IEP goals is to be evaluated annually, unless the IEP team and the student's parents agree otherwise. At this time, the student's current performance, progress, needs, and placement are revisited and her IEP updated accordingly.

Re-evaluation

Timeline: The re-evaluation must occur at least once every three years.

The student must be re-evaluated every three years, unless the IEP team members and the student's parents agree otherwise. The purpose of the re-evaluation is to determine whether she is still eligible for and requires special education services. This usually entails another comprehensive, individualized evaluation (see Evaluation Step).

Note: The timelines described above are those specified by IDEA. State officials may develop state-specific timelines that shortens the process, but they cannot lengthen it. The only exception is the evaluation timeline; a state can have an evaluation timeline that is longer than 60 days, which some states base on calendar days and others on school days.

Though IDEA requires states to meet its requirements, the law does allow states to interpret, apply, and pass their own laws regarding students with disabilities. State special education laws are not allowed to contradict or provide less than what IDEA stipulates; however, they can provide more. In cases in which state laws exceed IDEA's protections, special educators in the state must follow those laws. For example, IDEA requires that secondary transition planning be part of the IEP process when a student turns 16. In South Carolina, however, state law requires that transition planning must be included no later than the first IEP to be in effect after the student turns 13, while Tennessee requires this by age 14. Special educators must adhere to their state's age requirement for transition planning.
secondary transition
The transitional stage in which students exit secondary education and enter the world of postsecondary education or employment as adults.

To help administrators, teachers, and parents understand and adhere to their state's special education laws, most states publish guides to special education that can be found on their Websites. In addition, all states have an OSEP-funded Parent Training and Information Center (PTI) that can provide this information.

This toolbox describes additional resources related to the information presented on this page. These resources are provided for informational purposes only for those who wish to learn more about the topic(s). It is not necessary for those working through this module to read or refer to all of these additional resources to understand the content.

This IRIS Module highlights the benefits of the pre-referral process and outlines the six stages most commonly involved in its implementation.
Find Your Parent Center
The Center for Parent Information & Resources (CPIR) hosts an interactive site that can be used to identify the Parent Training and Information Centers (PTIs) and Community Parent Resource Centers (CPRCs) for each state and territory.

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Recall that the purpose of the procedural requirements is to make certain that the IEP process is followed in order to develop high-quality IEPs. Before they begin this process, however, educators should be familiar with some basic information about pre-referral practices and the guiding principles behind IDEA.

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Disclaimer This information is not comprehensive but is simply a summary for readers. It is not, and should not be taken as, a legal interpretation of the Act.

What is the Education for Persons with Special Educational Needs Act 2004?

The President signed the Education for Persons with Special Educational Needs Act into law in July 2004. The Act does not come into force until the Minister for Education and Science signs orders to commence it. It will be implemented gradually over the course of a number of years. It sets out how education is to be provided for persons with special educational needs in the future. It states that, in addition to the provisions that exist in current legislation (Education Act 1998, Education Welfare Act 2000 etc), the Act makes further provision for the education of people with special educational needs. In summary the Act:

Caters for people with special educational needs age 0-18

Establishes the National Council for special Education with responsibility for administrating the legislation

Confers functions on Health Boards where it is deemed that the need is a medical, not an educational need

Provides for

The appointment of Liaison Officers between Health Boards and

The Special Education Council, consulting with parents of children under 18

The aims of the Act are:

to make further provision for the education of people with special educational needs

to ensure that their education takes place, as far as possible, in an inclusive environment

to ensure that they have the same right as everyone else to avail of and benefit from appropriate education

to help children with special educational needs to leave school with the skills necessary to participate, to the level of their capacity, in an inclusive way in the social and economic activities of society and to live independent and fulfilled lives

to provide for the greater involvement of parents of children with special educational needs in relation to the education of their children

to establish the National Council for Special Education (this Council has already been set up and the Act will give it a statutory basis)

to confer certain functions on Health Boards in relation to the education of people with special educational needs

to establish an independent appeals system - the Special Education Appeals Board.

Click on the sections below to have further information drop down.

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Disclaimer This information is not comprehensive but is simply a summary for readers. It is not, and should not be taken as, a legal interpretation of the Act. The President signed the Education for Persons with Special Educational Needs Act into law in July 2004.