IEPs: Individualized Education Plans

If your child has been diagnosed with a disability that interferes with his/her academic progress, he needs an IEP. It is the document that assures you that your child will receive the services he needs to be successful in school. This plan should be written by the IEP team (which includes the parent) at the IEP or PET meeting. The team must consider the student's present level of educational performance. This can be determined by a combination of tests, observations, evaluations, and classroom reports from the classroom teacher.

The IEP team must discuss the child's strengths, parental suggestions for enhancing their child's education, results of recent evaluations, and how the child has scored on district or state wide tests.

The IEP must state the child's present level of academic performance and set annual measurable goals that your child can reasonable be expected to achieve, based on this performance and any results from the evaluation process. These goals must be broken down into short term objectives that are reasonably calculated to meet the annual goal. Goals can be academic, address social or behavioral needs, relate to physical needs, or address other educational needs.

The IEP must list the special education and related services to be provided to the child. It also must specify modifications (changes) to the program or supports for school personnel: such as training or professional development that will be provided to assist the child.

The degree of participation with non disabled children must also be stated. The IEP must explain the extent (if any) to which the child will not participate with non disabled children in the regular class and other school activities.

The IEP must state what modifications in the administration of district wide or state wide tests the child will need. If a test is not appropriate for the child, the IEP must state why the test is not appropriate and how the child will be assessed.

The IEP must state when services will begin, how often they will be provided, by whom, where they will be provided, and how long they will last.

Beginning when the child is age 14 (or younger, if appropriate), the IEP must address the courses he or she needs to take to reach his or her post-school goals. A statement of transition services needs must also be included in each of the child's subsequent IEPs.

Beginning when the child is age 16 (or younger, if appropriate), the IEP must state what transition services are needed to help the child prepare for leaving school.

Beginning at least one year before the child reaches the age of majority, the IEP must include a statement that the student has been told of any rights that will transfer to him or her at the age of majority.

The IEP must state how the child's progress will be measured and how parents will be informed of that progress.

A child may require related services in order to benefit from special education. The IEP must state the specific services to be provided. Related services, as listed under IDEA, include (but are not limited to):

* Audiology services
* Counseling services
* Early identification and assessment of disabilities in children
* Medical services
* Occupational therapy
* Orientation and mobility services
* Parent counseling and training
* Physical therapy
* Psychological services
* Recreation
* Rehabilitation counseling services
* School health services
* Social work services in schools
* Speech-language pathology services
* Transportation

As a parent, you will be involved in the process of writing the IEP. Before you go to the meeting, jot down your ideas and your questions. Once you get into the meeting, it is easy to forget what you wanted to say. Share your thoughts and ideas with the team. You know your child better than anyone else does. Share that knowledge and don't be afraid to offer suggestions.

Don't be intimidated if terms are used that are unfamiliar to you. Although it isn't meant to confuse you, school personnel often use terms that might be new to you. They have heard them so many times that they sometimes forget that they are using language that is uncommon outside of the school arena. Ask for clarification. Chances are, they didn't know what the terms meant the first time they heard them either.

Remember, your child's teacher has your child's best interest at heart, just like you do. Working together, as a team, you can provide your child with the services he/she needs to succeed in school. By keeping communications open, you and the teacher will both know if the plan is successful, and can work together to make changes if it isn't.

Sources: US Department of Education. Federal Register.