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Individualized Education Program
An Individualized Education Program (IEP) is a legal document under United States law that is developed for each public school child in the U.S. who needs special education. IEPs must be reviewed every year to keep track of the child's educational progress. Similar legal documents exist in other countries.
An IEP highlights the special education experience for all eligible students with a disability. It also outlines specific strategies and supports to help students with disabilities succeed in both academic and social aspects of school life. An eligible student is any child in the U.S. between the ages of 3–21 attending a public school and has been evaluated as having a need in the form of a specific learning disability, autism, emotional disturbance, other health impairments, intellectual disability, orthopedic impairment, multiple disabilities, hearing impairments, deafness, visual impairment, deaf-blindness, developmental delay, speech/language impairment, or traumatic brain injury. The IEP describes present levels of performance, strengths, and needs, and creates measurable goals based on this data. It provides accommodations, modifications, related services, and specialized academic instruction to ensure that every eligible child receives a "Free Appropriate Public Education" (FAPE) in the "Least Restrictive Environment" (LRE). The IEP is intended to help children reach educational goals more easily than they otherwise would. The four component goals are: conditions, learner, behavior, and criteria. In all cases, the IEP must be tailored to the individual student's needs as identified by the IEP evaluation process, and must help teachers and related service providers (such as paraprofessional educators) understand the student's disability and how the disability affects the learning process.
The IEP describes how the student learns, how the student best demonstrates that learning, and what teachers and service providers will do to help the student learn more effectively.[citation needed] Developing an IEP requires the team to evaluate the student in all areas of disability, consider the student's ability to access the general education curriculum, consider how the disability affects the student's learning, and choose a federal placement for the student.
In the US, the Individuals with Disabilities Education Act (IDEA) requires public schools to develop an IEP for every student with a disability who is found to meet the federal and state requirements for special education. As long as a student qualifies for special education, the IEP is mandated to be regularly maintained and updated up to the point of high school graduation or prior to the 21st or 22nd birthday.[citation needed] If a student in special education attends university upon graduation, they are no longer "children with disabilities" under the Individuals with Disabilities Education Improvement Act of 2004 and are instead protected under Section 504 of the Rehabilitation Act.
The IEP must be designed to provide the child with a Free Appropriate Public Education (FAPE). The term IEP refers to both the educational program provided to a child with a disability and to the written document that describes that educational program. The IDEA requires that an IEP be written according to the needs of each student who is eligible under the IDEA; an IEP must also meet state regulations. The following must be included:
An IEP must also include other pertinent information found necessary by the team, such as a health plan or a behavior plan for some students.[citation needed]
Some of a student's educational needs may be met using class accommodations. Accommodations are typically provided by general educators within the general education environment. Accommodations do not involve modifying the material's content but rather allows students to receive information or to demonstrate what they have learned in ways that work around their impairment, thereby minimizing the likelihood of a significant disability. Furthermore, an accommodation enables a student to complete the same assignment as their peers, but with adjustments in areas such as timing, format, setting, schedule, response method, or presentation. For example, a child may complete fewer/different parts of a homework assignment or an assessment than other students. They may also write shorter papers or be given different projects and assignments in replacement of the original task.
Accommodations may also include provisions such as preferential seating, providing photocopies of teacher notes, giving oral rather than written quizzes, extended time for tests and assignments, use of a word processor or laptop, taking tests in a quiet room, prompts and reminders for focus breaks for sensory needs, and assistance with specific subject areas.[citation needed]
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Individualized Education Program
An Individualized Education Program (IEP) is a legal document under United States law that is developed for each public school child in the U.S. who needs special education. IEPs must be reviewed every year to keep track of the child's educational progress. Similar legal documents exist in other countries.
An IEP highlights the special education experience for all eligible students with a disability. It also outlines specific strategies and supports to help students with disabilities succeed in both academic and social aspects of school life. An eligible student is any child in the U.S. between the ages of 3–21 attending a public school and has been evaluated as having a need in the form of a specific learning disability, autism, emotional disturbance, other health impairments, intellectual disability, orthopedic impairment, multiple disabilities, hearing impairments, deafness, visual impairment, deaf-blindness, developmental delay, speech/language impairment, or traumatic brain injury. The IEP describes present levels of performance, strengths, and needs, and creates measurable goals based on this data. It provides accommodations, modifications, related services, and specialized academic instruction to ensure that every eligible child receives a "Free Appropriate Public Education" (FAPE) in the "Least Restrictive Environment" (LRE). The IEP is intended to help children reach educational goals more easily than they otherwise would. The four component goals are: conditions, learner, behavior, and criteria. In all cases, the IEP must be tailored to the individual student's needs as identified by the IEP evaluation process, and must help teachers and related service providers (such as paraprofessional educators) understand the student's disability and how the disability affects the learning process.
The IEP describes how the student learns, how the student best demonstrates that learning, and what teachers and service providers will do to help the student learn more effectively.[citation needed] Developing an IEP requires the team to evaluate the student in all areas of disability, consider the student's ability to access the general education curriculum, consider how the disability affects the student's learning, and choose a federal placement for the student.
In the US, the Individuals with Disabilities Education Act (IDEA) requires public schools to develop an IEP for every student with a disability who is found to meet the federal and state requirements for special education. As long as a student qualifies for special education, the IEP is mandated to be regularly maintained and updated up to the point of high school graduation or prior to the 21st or 22nd birthday.[citation needed] If a student in special education attends university upon graduation, they are no longer "children with disabilities" under the Individuals with Disabilities Education Improvement Act of 2004 and are instead protected under Section 504 of the Rehabilitation Act.
The IEP must be designed to provide the child with a Free Appropriate Public Education (FAPE). The term IEP refers to both the educational program provided to a child with a disability and to the written document that describes that educational program. The IDEA requires that an IEP be written according to the needs of each student who is eligible under the IDEA; an IEP must also meet state regulations. The following must be included:
An IEP must also include other pertinent information found necessary by the team, such as a health plan or a behavior plan for some students.[citation needed]
Some of a student's educational needs may be met using class accommodations. Accommodations are typically provided by general educators within the general education environment. Accommodations do not involve modifying the material's content but rather allows students to receive information or to demonstrate what they have learned in ways that work around their impairment, thereby minimizing the likelihood of a significant disability. Furthermore, an accommodation enables a student to complete the same assignment as their peers, but with adjustments in areas such as timing, format, setting, schedule, response method, or presentation. For example, a child may complete fewer/different parts of a homework assignment or an assessment than other students. They may also write shorter papers or be given different projects and assignments in replacement of the original task.
Accommodations may also include provisions such as preferential seating, providing photocopies of teacher notes, giving oral rather than written quizzes, extended time for tests and assignments, use of a word processor or laptop, taking tests in a quiet room, prompts and reminders for focus breaks for sensory needs, and assistance with specific subject areas.[citation needed]