What do I Need to Know About Individual Education Planning (IEP)?
What is an Individual Educational Plan (IEP)?
Individual Educational Plan (IEP) also known as Individual Program Plan (IPP) or Individual Support Services Plan (ISSP) is an active written plan set in place for teachers, parents and other support personnel to aid your child in achieving milestones in his/her learning as a child with special needs. Note that an Individualized Family Service Plan (IFSP) is for children from birth to age three whereas an IEP is for school age children, age three-twenty-one. They both summarize relevant assessment and diagnoses, determine needed services, and provide a structure for the implementation of those services. |
The IFSP focuses on a child’s family as a whole in the context of daily life and preparation for school such as finding the right resources for parents to use as well as available assessment processes. “The IFSP usually includes statements of the child’s levels of cognitive, language, communication, physical, and emotional functioning, as well as diagnoses of any specific problems” (Praxis, 2013, p.57).
An IEP is what follows an IFSP once the child turns three years old and enters school. In other words, a student over age three has an IEP rather than an IFSP. Your child’s IEP includes his/her individualized goals with measurable objectives, adaptations and/or modification if necessary, teaching strategies to meet such goals, method of measuring progress and enrollment of services. From a closer lens, adaptations and modifications are further explained below:
An IEP is what follows an IFSP once the child turns three years old and enters school. In other words, a student over age three has an IEP rather than an IFSP. Your child’s IEP includes his/her individualized goals with measurable objectives, adaptations and/or modification if necessary, teaching strategies to meet such goals, method of measuring progress and enrollment of services. From a closer lens, adaptations and modifications are further explained below:
Adaptation/ accommodations:
Adaptations are made to the curriculum to allow the student to participate in the classroom activity. The learning outcome remains the same as all other students but the method of teaching may be different, material may vary, or even assessment methods may be modified. For example, if a child has a perfect understanding of the material but has difficulty putting his/her thoughts on paper, then an oral test may be administered. Using Braille for a student with visual impairment is also considered a form of adaptation. Changing the format of a test (multiple choice, open-ended questions, true/false) are also considered adaptations. Using technology is also another form of adaptation. |
In other words, facilitating the form of learning when the child is capable of achieving the learning objective is referred to as adaptation.
Below are some examples of adaptations by Avery, Frater, Hildebrandt & Robinson (2008):
For more details on accommodations, please CLICK HERE
Curricular modification:
Even with adaptations, some students with severe learning difficulties have a hard time achieving the curriculum goals thus emphasizing the need for modifying the curriculum to meet the student’s exceptionality. In other words, modifications are changes done to the individual’s goals and outcomes to accommodate his/her needs. When such changes take place, they must be noted on the child’s Individual Education Plan (IEP) and parents must be informed of such changes.
Note, adaptations and modifications only take place in Lebanese schools to a certain degree where special education services are provided.
IEPs are set in place to describe your child’s strength and weaknesses as well as programs and services established for your child. Thus, it is for such reasons that a plan is created for a better understanding of what the child can and cannot do and provide him/her with the required help and alterations. In other words, an IEP is a formal agreement/plan where assessments are constructed based on the decision and program put in place in relation to your child’s needs.
An IEP is a reference for progress, it is a platform to set goals and monitor achievement. Most IEPs are prone to minor modification depending on the child’s progress; remember, an IEP is not “engraved in stone”.
Below are some examples of adaptations by Avery, Frater, Hildebrandt & Robinson (2008):
- Auditory books
- Work “buddy” for note taking
- Providing manipulatives
- Fewer practice questions
- Providing visual aid or signs
- No penalties for spelling errors
- Extension of time allotted for a certain task
- Using gadgets such as tablets, calculators, word processing tools...
- Graphic organizers or checklists
For more details on accommodations, please CLICK HERE
Curricular modification:
Even with adaptations, some students with severe learning difficulties have a hard time achieving the curriculum goals thus emphasizing the need for modifying the curriculum to meet the student’s exceptionality. In other words, modifications are changes done to the individual’s goals and outcomes to accommodate his/her needs. When such changes take place, they must be noted on the child’s Individual Education Plan (IEP) and parents must be informed of such changes.
Note, adaptations and modifications only take place in Lebanese schools to a certain degree where special education services are provided.
IEPs are set in place to describe your child’s strength and weaknesses as well as programs and services established for your child. Thus, it is for such reasons that a plan is created for a better understanding of what the child can and cannot do and provide him/her with the required help and alterations. In other words, an IEP is a formal agreement/plan where assessments are constructed based on the decision and program put in place in relation to your child’s needs.
An IEP is a reference for progress, it is a platform to set goals and monitor achievement. Most IEPs are prone to minor modification depending on the child’s progress; remember, an IEP is not “engraved in stone”.
Who needs an IEP?
Any student whose needs can benefit from an IEP should have such a plan. Teachers work collaboratively with parents and other school teams to decide whether setting a plan in action is the best way to meet the child’s needs. Unfortunately, there is no law in Lebanon governing whether IEPs should be written upon diagnosis or not. In this case, it is a matter of ethics. Some schools prepare IEPs because it is ethical to do so; whereas some develop an IEP to make money out of the process while others will not bother to develop one at all. |
What components are found in an IEP?
All IEPs regardless of the individual needs of a student must contain the following essential components:
For a more thorough list on what is included in an IEP, please CLICK HERE to find an IEP checklist.
All IEPs regardless of the individual needs of a student must contain the following essential components:
- Student’s background information
- Present level of academic and functional performance along with his strength and weaknesses in relation to the general education curriculum
- Long term and short term objectives that can be measured
- Teaching methods and strategies
- Accommodations
- What kind of modifications will take place in order to help your child in the learning process and during assessments
- When the child will be pulled out of class (if necessary)
- Method of assessment to measure progress towards objectives
- Name of team members responsible for the IEP and those who will implement it
- Transition services (from grade to grade and thereafter)
- Which programs or services will be provided
- Description of where the services will be provided
- How parents will be notified about issues regarding the IEP and the child’s progress
- Timeline for re-evaluation
For a more thorough list on what is included in an IEP, please CLICK HERE to find an IEP checklist.
Who is involved in developing an IEP?
In Lebanon, the following members are usually involved in the development of an IEP:
To view a list of team members involved in an IEP please CLICK HERE |
What roles and responsibilities should be set when planning an IEP?
Parent’s roles: Parents are responsible for bringing in information that no other school staff member can, such as background information, medical history and health, as well as meaningful experiences that may be of use when planning the IEP. Parental involvement is key when planning, developing and implementing the program. |
In Lebanon, parents’ involvement can be split into two categories. Parents who tend to be very involved in the process and want to be there for the school as much as they can to help with their child’s education process. And on the other hand, parents who have strong beliefs that the school members are more experienced and that their involvement will not add value. They may also feel ashamed of having their child in special services due to social taboos in the Lebanese cultures.
Teacher’s role:
The teacher is responsible for designing, supervising and assessing the educational process within the classroom. Consultation and coordination with other team members whose role is vital in developing the IEP is essential to ensure that the method used to teach the child is suitable for his/her needs. Hence, the classroom teacher is responsible for coordinating with other specialists whose expertise is required when special instruction is called for by the program. The teacher’s role also involves reporting the child’s progress to parents.
Special educator’s role:
Special educators work closely in the classroom with the regular teacher. The regular teacher usually sets the plan for the lesson while the special educator implements the plan under her supervision. The special educator could assist in collecting information in regards to suggestions for means of assessment to be used by the classroom teacher to evaluate the student’s progress.
School administrator’s role:
School administrators ensure that teachers have the skill and resources to implement the IEP. They are also responsible for providing ample amount of resources that can be found in school. School administrators should promote collaboration and effectiveness of school-based teams.
Teacher’s role:
The teacher is responsible for designing, supervising and assessing the educational process within the classroom. Consultation and coordination with other team members whose role is vital in developing the IEP is essential to ensure that the method used to teach the child is suitable for his/her needs. Hence, the classroom teacher is responsible for coordinating with other specialists whose expertise is required when special instruction is called for by the program. The teacher’s role also involves reporting the child’s progress to parents.
Special educator’s role:
Special educators work closely in the classroom with the regular teacher. The regular teacher usually sets the plan for the lesson while the special educator implements the plan under her supervision. The special educator could assist in collecting information in regards to suggestions for means of assessment to be used by the classroom teacher to evaluate the student’s progress.
School administrator’s role:
School administrators ensure that teachers have the skill and resources to implement the IEP. They are also responsible for providing ample amount of resources that can be found in school. School administrators should promote collaboration and effectiveness of school-based teams.
What are the stages for developing an IEP?
1) Gathering and sharing information In the primary steps of developing an IEP, background information which can only be provided by you (the parent) are required to set the direction of the IEP. In further detail, according to the Manitoba Education, Citizenship and Youth (2004), the following information are required (p.18): |
- Goals for your child
- Personality traits
- Interests, talents and desires
- Strengths and needs
- History which may affect the child’s learning (whether educational or family related)
- Medical history and health care services
2) Setting direction
The title of this section is self-explanatory, you have to set a path for your child to follow. A set of priorities are formed from the given information to create the path to what your child should be learning in the school year.
In order to come up with a list of priorities, the team must do the following:
- Tell the teacher what you wish your child could accomplish
- List your child’s learning needs
- Place them in order of importance based on what needs to be accomplished first
To ensure that the learning needs in place are the right ones to follow, the school team can ask themselves the following questions:
- Are the skills set essential to be accomplished at this time?
- Can this skill be used in other forms of learning or in other environments?
- Will your child grow more independently when the skill is acquired?
- What time frame is set for the skill to be acquired?
A sample list of IEP preparation questionnaire can be found by CLICKING HERE
3) Developing and writing the IEP
Goals/objectives are set for your child to meet at the end of every school year. Such goals include parent-suggested goals. The goals should be stated in a positive manner (what the child will be able to do rather than what he is incapable of doing), they should be challenging yet achievable. The goals set are specific to subject areas and have a specific time frame. Such goals may be in the field of all subject areas (social studies, mathematics…) and/or non-academic domains (social, behavioral, communication…). A successful IEP ensures that goals are broken down into S.M.A.R.T objectives: specific, measurable, achievable, relevant, and timely.
Action Plan forms can be found by CLICKING HERE
4) Implementing, reviewing and updating the IEP
Your child’s IEP should be reviewed every reporting period and sent home a minimum of twice a year. You will also be notified of any other changes to the IEP such as modifications, accommodations, teaching strategy… Both parents and students (if above the age of 16) must be consulted in regards to modifications to the IEP or any review. It is up to the team members to ensure that the IEP is being implemented on a daily basis. The IEP is reviewed to see how they will measure achieved goals. Make sure that as the parent, you support your child’s goals at home.
Team meetings will take place all throughout the year which also include the parents. You are responsible in letting the school know which means of communication is more suitable for you when following up on IEP updates. Such forms may vary from: phone calls, letter, emails, faxes, scheduled meetings, or formal meetings. The IEP is discussed and your child’s progress in relation to the IEP is also looked at. Every year, an IEP is written based on your child’s previous IEP and his progress throughout the year.
What makes an IEP successful?
- Everyone’s input is valued
- Parent involvement
- Clear identification of everyone’s roles and responsibilities
- Follow ups
- Coordination and consultation
Below is a diagram which presents a way of taking positive approach to achieve satisfying results.
What is the suggested time frame for setting up an IEP?
September to October -- IEP developed in consultation with parents
October to November -- IEP completed
November -- IEP goals are briefly reported, parent-teacher meeting
March -- Review and report IEP goals, parent-teacher meeting
June -- Final report on IEP goals
This time frame is also applicable in Lebanon but most do not include parent involvement.
What are some tips for preparing for an IEP meeting?
Please CLICK HERE for a brief assessment guideline.
September to October -- IEP developed in consultation with parents
October to November -- IEP completed
November -- IEP goals are briefly reported, parent-teacher meeting
March -- Review and report IEP goals, parent-teacher meeting
June -- Final report on IEP goals
This time frame is also applicable in Lebanon but most do not include parent involvement.
What are some tips for preparing for an IEP meeting?
- Prepare a brief description of your child
- Gather background information and medical history
- Outline his/her strengths and needs (include as many from the following aspects: social, educational, physical and emotional)
- Write a wish list of what goals you would like your child to learn (such goals may be long-term goals or short-term goals)
Please CLICK HERE for a brief assessment guideline.