What is an IEP?
An Individualized Educational Program (IEP) describes the
special education and related services specifically designed to
meet the unique educational needs of a student with a disability.
The program is developed at one or more IEP meetings, and its
provisions are detailed in writing in the IEP.
The IEP is developed by a committee that includes at least a
school administrator, the student's teacher, the parents, and the
student when appropriate. It contains goals and objectives based
upon the student's present level of educational performance. These
goals and objectives are outlined by those involved in planning and
providing services. In addition, the IEP specifies the educational
placement or setting, and the related services necessary to reach
these goals and objectives. It also includes the date the services
will begin, how long they will last, and the way in which student
progress will be evaluated.
The IEP can be more than an outline and management tool of the
student's special education program. It can be an opportunity for
parents and educators to work together as equal participants to
identify the student's needs, what will be provided to meet those
needs, and what the anticipated outcomes may be. It is a document
that is revised as the needs of the student change. The IEP is a
commitment in writing of the resources the school agrees to
provide. Also, the periodic review of the IEP serves as an
evaluation of the student's progress toward meeting the educational
goals and objectives. Finally, the IEP serves as the focal point
for clarifying issues and cooperative decision making by parents,
the student and school personnel in the best interest of the
student. For all of these reasons, the IEP is the cornerstone of
special education.
Thus an IEP is:
- Comprehensive. The IEP covers all deficit
areas, including communication, behavior, socialization, self-help,
academics, perceptual-motor and gross-motor skills, vocational
skills, and transition services, related services, and needed
accommodations in both general (regular and vocational) and special
education.
- Specific. The IEP goals and objectives are
stated in measurable, observable behaviors.
- Sequential. The IEP is based on a
developmental or functional sequence of skills.
- Realistic and A.ppropriate. The IEP goals and
objectives should fit the student's current level of functioning
and probable growth rate.
- Understandable. The IEP is written in language
that is comprehensible to both parents and professionals. It
communicates.
- Mutuallv Developed. The IEP represents a
consensus among parents, the student, and school personnel.