IEP stands for "Individualized education program", and is used to help students with disabilities perform to the best of their abilities in school. All IEPs are different and are tailored to each student based on their needs. for example, a child with ADHD will have a different iep than a child with Asperger's syndrome will have. Under the "Individuals with Disabilities Education Act" (IDEA), part of an iep process is the parents' right to be involved in their child's iep. Along with the parents, the child's teachers and the schools therapists (should there be any) are also involved as well. There is a process that needs to be followed in order for the IEP to be made and implemented.
Here is a sample IEP cover page. Each state has different IEP standards, which means that not all IEP forms are the same. There are different IEPs as well for various grades. A child's IEP plan may change as the student progresses through school. For example, the sample IEP form .
All IEP forms document who is involved in the IEP process. In order for the IEP to be effective, the student's teacher(s) are involved, as well as As the child's IEP may change from grade to grade, the teachers that are involved will most likely change as well.
The IEP also states what the goals are for the student. These goals could be monthly goals, or even yearly goals. The goals could involved academic material such as mathematics abilities, or they could involve occupational goals such as organizing classroom materials like different colored crayons. Each IEP is tailored to the student's specific needs, so if a student needs to work on mathematics, that will be part of the their IEP plan.
The IEP also discusses how often the student will be reevaluated. A student needs to be evaluated every so often in order for the IEP team to check the progress of the student. The progress of the student goes hand in hand with the goals that are set for the student in the IEP. The student is evaluated to make sure that the student is reaching their goals that were set for them. 1
All IEP forms document who is involved in the IEP process. In order for the IEP to be effective, the student's teacher(s) are involved, as well as As the child's IEP may change from grade to grade, the teachers that are involved will most likely change as well.
The IEP also states what the goals are for the student. These goals could be monthly goals, or even yearly goals. The goals could involved academic material such as mathematics abilities, or they could involve occupational goals such as organizing classroom materials like different colored crayons. Each IEP is tailored to the student's specific needs, so if a student needs to work on mathematics, that will be part of the their IEP plan.
The IEP also discusses how often the student will be reevaluated. A student needs to be evaluated every so often in order for the IEP team to check the progress of the student. The progress of the student goes hand in hand with the goals that are set for the student in the IEP. The student is evaluated to make sure that the student is reaching their goals that were set for them. 1
The Illinois State IEP Document 4:
The Delaware STate IEP Document 5:
The IEP team consists of the people are involved in the IEP process. Ed.gov describes what makes up the IEP, who the members are and what their duties are. In order for the IEP to be as effective as possible all members must be present at the IEP meetings and support the student throughout the entire process.
The first components of the group that are mentioned are the parents, because the parents are the most vital part of the team. The parents know the student better than any other member of the team. they know what makes the child unique as well as what areas of schooling the child needs help. The parents have known the student the longest which means the parents know what the student has interests in. They give the team the most insight related to the student's progress outside of school.
If the child participates on a general education classroom there needs to be at least one gen ed teacher present. This teacher's role is to ensure the student's transition into the general education classroom.
Along with a general education teacher, there must also be at least one special education teacher. This teacher should know what type of curriculum that would work best for the student with ADHD so this teacher and the general education teacher work together to create the best curriculum for the student.
Another member that needs to be present at each meeting is a representative of a public agency that is knowledgeable of the student's disability and what type of help the student needs. This member knows the laws surrounding the situation and what the school needs to do in order for the results of the IEP to be as productive as possible.
A professional that can interpret the implications of evaluation results must also be present. This member's job is to look at the evaluations of the student and decided how well the IEP is working for the child.
One of the most important members of the team is an individual who has expertise regarding the uniqueness of the child. Each student is different and learns in their own way. This is extremely vital when working with a student with an IEP because the goal of the IEP is to help the student learn as much as possible and to grow as much as possible. The IEP must be tailored to that specific student based around that student's needs, strengths, and weaknesses. Without a member that knows almost everything about the student's personality and learning styles or abilities, the IEP may not be effective.
The final member of the IEP team may or not be present. The student, although the IEP is designed for him or her, is a part of the IEP team when appropriate. The student may not be part of the meetings during the elementary years, but as the student ages and becomes more aware of themself and what they need help with the most, the student may be part of the meetings. 2
The first components of the group that are mentioned are the parents, because the parents are the most vital part of the team. The parents know the student better than any other member of the team. they know what makes the child unique as well as what areas of schooling the child needs help. The parents have known the student the longest which means the parents know what the student has interests in. They give the team the most insight related to the student's progress outside of school.
If the child participates on a general education classroom there needs to be at least one gen ed teacher present. This teacher's role is to ensure the student's transition into the general education classroom.
Along with a general education teacher, there must also be at least one special education teacher. This teacher should know what type of curriculum that would work best for the student with ADHD so this teacher and the general education teacher work together to create the best curriculum for the student.
Another member that needs to be present at each meeting is a representative of a public agency that is knowledgeable of the student's disability and what type of help the student needs. This member knows the laws surrounding the situation and what the school needs to do in order for the results of the IEP to be as productive as possible.
A professional that can interpret the implications of evaluation results must also be present. This member's job is to look at the evaluations of the student and decided how well the IEP is working for the child.
One of the most important members of the team is an individual who has expertise regarding the uniqueness of the child. Each student is different and learns in their own way. This is extremely vital when working with a student with an IEP because the goal of the IEP is to help the student learn as much as possible and to grow as much as possible. The IEP must be tailored to that specific student based around that student's needs, strengths, and weaknesses. Without a member that knows almost everything about the student's personality and learning styles or abilities, the IEP may not be effective.
The final member of the IEP team may or not be present. The student, although the IEP is designed for him or her, is a part of the IEP team when appropriate. The student may not be part of the meetings during the elementary years, but as the student ages and becomes more aware of themself and what they need help with the most, the student may be part of the meetings. 2
The parents' place in the iep process:
The opportunity for parent involvement in an IEP should be taken, as it was once not a right of the parents to be a part of the IEP team. According to the National Association for Gifted Children in the article "Involving Parents in the IEP Process by Stephen W. Smith, the role of the parents' as a member of the IEP team was established in the "Education for All Handicapped Children Act" of 1975, now known as "Individuals with Disabilities Education Act" (IDEA) of 1997. Congress decided in 1997 that parent involvement was of great importance, so much so that all schools provide parents with the opportunity to participate in making decisions regarding the education of their children.
Smith gives five benefits that parent involvement can have on the child and their education. Parents know the most about their own child more than anybody else. That said, when a parent is involved with their child's IEP, the parent can work with the teacher to help the teacher understand the child's environment. The teacher does not know what environment the child grows up in and how the child learns, so the more the parents tells the teacher, the better the teacher can work with the student to accomplish the IEP goals.
The next benefit is that the parent will be able to understand the setting that the child learns in. The parent is not in their child's classroom during the day, so when the parent is part of the IEP team, they can learn about what goes in the classroom. When the parent knows what the environment is like their child is learning in, the parent can work with the teacher to adjust that environment if possible so that their child will perform better.
One benefit that will benefit the child throughout their school career is that the parent and the school will have an open communication. The parent will learn more about the school and the school will learn more about the student. The more that the parents are able to work with the school openly, the more the student can accomplish. Smith goes on to say that if the parents do not communicate with the school, the school will not be able to understand the child's needs. The parent knows what is best for their child, and the school knows what education would be best, so when they work together, the child will receive the best of both worlds.
Finally, parent involvement increases the chances that with communication between the parent and the school, the educational goals set for the student in the IEP can be achieved. The parents can work with the student at home and the teacher(s) can work with the student at school, and when both parties are working toward the same goal, the better the chances are of that goal being accomplished. 3
Smith gives five benefits that parent involvement can have on the child and their education. Parents know the most about their own child more than anybody else. That said, when a parent is involved with their child's IEP, the parent can work with the teacher to help the teacher understand the child's environment. The teacher does not know what environment the child grows up in and how the child learns, so the more the parents tells the teacher, the better the teacher can work with the student to accomplish the IEP goals.
The next benefit is that the parent will be able to understand the setting that the child learns in. The parent is not in their child's classroom during the day, so when the parent is part of the IEP team, they can learn about what goes in the classroom. When the parent knows what the environment is like their child is learning in, the parent can work with the teacher to adjust that environment if possible so that their child will perform better.
One benefit that will benefit the child throughout their school career is that the parent and the school will have an open communication. The parent will learn more about the school and the school will learn more about the student. The more that the parents are able to work with the school openly, the more the student can accomplish. Smith goes on to say that if the parents do not communicate with the school, the school will not be able to understand the child's needs. The parent knows what is best for their child, and the school knows what education would be best, so when they work together, the child will receive the best of both worlds.
Finally, parent involvement increases the chances that with communication between the parent and the school, the educational goals set for the student in the IEP can be achieved. The parents can work with the student at home and the teacher(s) can work with the student at school, and when both parties are working toward the same goal, the better the chances are of that goal being accomplished. 3
Sources:
1. Guide to the Individualized Education Program. (2007, March 23). U.S. Department of Education. Retrieved April 16, 2014, from http://www2.ed.gov/parents/needs/speced/iepguide/index.html?exp=3#team
2. Center for Parent Information and Resources (4/13/2014). The IEP team, Newark, NJ, No Author. Retrieved from: http://www.parentcenterhub.org/repository/iep-team/
3. Smith, Louise, M.S. "Parental Participation: Collaboration in the IEP Process." W&M School of Education - . N.p., Nov.-Dec. 2003. Web. 13 Apr. 2014. Retrieved from: <http://education.wm.edu/centers/ttac/resources/articles/familyinvolve/pp_iepprocess/index.php>.
4. Illinois IEP Document courtesy of: Illinois State Board of Education, http://www.isbe.net/spec-ed/html/iep.htm
5. Delaware IEP Document courtesy of: State of Delaware: The Official Website of the First State, http://www.doe.k12.de.us/infosuites/students_family/specialed/IEP_Forms.shtml
1. Guide to the Individualized Education Program. (2007, March 23). U.S. Department of Education. Retrieved April 16, 2014, from http://www2.ed.gov/parents/needs/speced/iepguide/index.html?exp=3#team
2. Center for Parent Information and Resources (4/13/2014). The IEP team, Newark, NJ, No Author. Retrieved from: http://www.parentcenterhub.org/repository/iep-team/
3. Smith, Louise, M.S. "Parental Participation: Collaboration in the IEP Process." W&M School of Education - . N.p., Nov.-Dec. 2003. Web. 13 Apr. 2014. Retrieved from: <http://education.wm.edu/centers/ttac/resources/articles/familyinvolve/pp_iepprocess/index.php>.
4. Illinois IEP Document courtesy of: Illinois State Board of Education, http://www.isbe.net/spec-ed/html/iep.htm
5. Delaware IEP Document courtesy of: State of Delaware: The Official Website of the First State, http://www.doe.k12.de.us/infosuites/students_family/specialed/IEP_Forms.shtml