The IEP (Individualized Instruction Plan) Team
Each child who receives special education services must have an IEP, which is a written statement for a child with a disability. The IEP is developed, reviewed, and revised in a formal meeting, in keeping with specific legal regulations and requirements. The process of developing this document is of great interest and importance to educators, administrators, and families alike.
Classroom teachers play key roles in the development, and even more significantly, the implementation of the goals and objectives. In this chapter we will learn the purpose of the IEP, who makes up the IEP team, how it is written, and its various components.
The IEP has two general purposes
- Establish measurable annual goals for the child.
- Spell out the special education, supplementary aids, and related services the public agency will provide to, or on behalf of, the child.
Members of the IEP Team
- The child’s parent(s)
- At least one of the child’s general education teachers
- At least one of the child’s special education teachers
- A representative of the public agency
- Qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities
- Knowledgeable about the general education curriculum and availability of resources of the agency they represent
- Principal or assistance principal
- Special education director
- School or district psychologist
- Interprets evaluation results and their instructional implications
- Occupational therapist
- Speech therapist
- Physical therapist
- Child psychiatrist
- Child advocate
- Therapists seen outside of the school setting
- The child – may be part of the team if in junior high or high school
Meeting Requirements
Meetings must be held within 30 calendar days after it is determined, through a full individual evaluation, the child has an IDEA disability and needs special education and related services, and then occur annually until a student no longer has an IEP.
IDEA mandates annual IEP meetings review the state of the child:
- Academically
- Emotionally
- Socially
- Review progress monitoring
- Level of success if interventions are already in place
- Whether the child still needs support
The IEP considers the child’s involvement and participation in three areas of school life
- General education curriculum
- Extracurricular activities
- Nonacademic activities
IDEA’s expectations of the classroom teacher
- Determine positive behavioral interventions, support and other strategies for the child.
- Identify the supplementary aids and services, program modifications, and support for school personnel needed to help the child progress toward attaining their annual goals.
- Help the student make progress in the general education curriculum.
- Adapt the curriculum, provide reading materials written at a lower reading level, or use graphics along with written materials.
- Help students interact with their peers, including children with and without disabilities.
- Provide assistance with extracurricular activities and other nonacademic pursuits.
