My first IEP meeting was nerve wrecking. First,we had to deal with the diagnoses;the realization that my son had learning and communication problem, and then we had to figure out how to get him the help he needed.
We went through the process, and the IEP meeting was scheduled for us. I had NO idea what an IEP entailed. We walked into the meeting...it was a large room with a huge oval table, and sitting around the table were Richard's future ESE Pre-K teachers, the school psychologist, the ESE director, the Speech pathologist, and the Principal.
The rest was a blur. They talked about accommodations and goals...and we signed and signed. I left with a headache.
The next day I was at the library looking up the laws and regulations of the IEP. At first, it was overwhelming, but then as with everything, it became easier and easier.
I knew what to look out for, and most importantly what I had the right to ask for.
The IEP (Individualized Education Program) is the blueprint of your child's educational experience. What is written on the IEP is how your child will be taught in school. Does he need more time to finish work? Does she need visual cues? Does he need speech therapy 2 or 3 times a week? All those issues are discussed during the IEP meeting and written in your child's IEP.
Here is the defintion of the IEP:
The IEP must be tailored to the individual student's needs as identified by the evaluation process and must help teachers and related service providers understand the student's disability and how the disability affects the learning process. In other words, the IEP should describe 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. Under no circumstances should an IEP be written “to fit” a particular placement. Services for each student must be individually considered and recommended and should not depend on known or existing services. Each IEP must be designed to meet the specific needs of one student and must be a truly individualized document·
In the US, the 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. [1] The IEP must be designed to provide the child with a Free Appropriate Public Education (FAPE). The IEP refers both to the educational program to be provided to a child with a disability and to the written document that describes that educational program
Key considerations in developing an IEP include assessing students in all areas related to the suspected disability(ies), considering access to the general curriculum, considering how the disability affects the student’s learning, developing goals and objectives that make the biggest difference for the student, and ultimately choosing a placement in the least restrictive environment.
Members of the IEP:
The IEP team must include the student's parent(s) or guardian(s), a special education teacher, at least one regular education teacher, a representative of the school or district who is knowedgeable about the availability of school resources, and an individual who can interpret the instructional implications of the child's evaluation results (such as the school psychologist). The parent or school may also bring other individuals who have knowledge or special expertise regarding the child. For example, the school may invite related service providers such as speech and occupational therapists. The parent may invite professionals who have worked with or assessed the child, or someone to assist the parent in advocating for their child's needs, such as a parent advocate or attorney.
Determination of Eligibility for IEP:
Before an IEP is written for a child with a disability, the school must first determine whether the child qualifies for special education services. To qualify, the child's disability must have an adverse effect on the child's educational progress. Merely having a disability is not sufficient for eligibility.
To determine eligibility, the school must conduct a full evaluation of the child in all areas of suspected disability. Based in part on the results of the evaluation, the school along with the parents meet to review the results and the child's current level of performance and to determine whether special education services are needed.
Components of IEP:
The IDEA 2004 requires that an IEP must be written according to the needs of one student, and it must include the following:
The child's present levels of academic and functional performance.
Measurable annual goals, including academic and functional goals
How the child's progress toward meeting the annual goals are to be measured and reported to the parents
Special education services, related services, and supplementary aids to be provided to the child
Schedule of services to be provided, including when the services are to begin, the frequency, duration and location for the provision of services
Program modifications or supports provided to school personnel on behalf of the child
Explanation of any time the child will not participate along with nondisabled children
Accommodations to be provided during state and district assessments that are necessary to the measuring child's academic and functional performance
Additionally, when the student is 16, a statement of post-secondary goals and a plan for providing what the student needs to make a successful transition is required.[2] This transitional plan can be created at an earlier age if desired.
IEPs also include other pertinent information found necessary by the team, such as a health plan or a behavior plan for some students.
We went through the process, and the IEP meeting was scheduled for us. I had NO idea what an IEP entailed. We walked into the meeting...it was a large room with a huge oval table, and sitting around the table were Richard's future ESE Pre-K teachers, the school psychologist, the ESE director, the Speech pathologist, and the Principal.
The rest was a blur. They talked about accommodations and goals...and we signed and signed. I left with a headache.
The next day I was at the library looking up the laws and regulations of the IEP. At first, it was overwhelming, but then as with everything, it became easier and easier.
I knew what to look out for, and most importantly what I had the right to ask for.
The IEP (Individualized Education Program) is the blueprint of your child's educational experience. What is written on the IEP is how your child will be taught in school. Does he need more time to finish work? Does she need visual cues? Does he need speech therapy 2 or 3 times a week? All those issues are discussed during the IEP meeting and written in your child's IEP.
Here is the defintion of the IEP:
The IEP must be tailored to the individual student's needs as identified by the evaluation process and must help teachers and related service providers understand the student's disability and how the disability affects the learning process. In other words, the IEP should describe 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. Under no circumstances should an IEP be written “to fit” a particular placement. Services for each student must be individually considered and recommended and should not depend on known or existing services. Each IEP must be designed to meet the specific needs of one student and must be a truly individualized document·
In the US, the 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. [1] The IEP must be designed to provide the child with a Free Appropriate Public Education (FAPE). The IEP refers both to the educational program to be provided to a child with a disability and to the written document that describes that educational program
Key considerations in developing an IEP include assessing students in all areas related to the suspected disability(ies), considering access to the general curriculum, considering how the disability affects the student’s learning, developing goals and objectives that make the biggest difference for the student, and ultimately choosing a placement in the least restrictive environment.
Members of the IEP:
The IEP team must include the student's parent(s) or guardian(s), a special education teacher, at least one regular education teacher, a representative of the school or district who is knowedgeable about the availability of school resources, and an individual who can interpret the instructional implications of the child's evaluation results (such as the school psychologist). The parent or school may also bring other individuals who have knowledge or special expertise regarding the child. For example, the school may invite related service providers such as speech and occupational therapists. The parent may invite professionals who have worked with or assessed the child, or someone to assist the parent in advocating for their child's needs, such as a parent advocate or attorney.
Determination of Eligibility for IEP:
Before an IEP is written for a child with a disability, the school must first determine whether the child qualifies for special education services. To qualify, the child's disability must have an adverse effect on the child's educational progress. Merely having a disability is not sufficient for eligibility.
To determine eligibility, the school must conduct a full evaluation of the child in all areas of suspected disability. Based in part on the results of the evaluation, the school along with the parents meet to review the results and the child's current level of performance and to determine whether special education services are needed.
Components of IEP:
The IDEA 2004 requires that an IEP must be written according to the needs of one student, and it must include the following:
The child's present levels of academic and functional performance.
Measurable annual goals, including academic and functional goals
How the child's progress toward meeting the annual goals are to be measured and reported to the parents
Special education services, related services, and supplementary aids to be provided to the child
Schedule of services to be provided, including when the services are to begin, the frequency, duration and location for the provision of services
Program modifications or supports provided to school personnel on behalf of the child
Explanation of any time the child will not participate along with nondisabled children
Accommodations to be provided during state and district assessments that are necessary to the measuring child's academic and functional performance
Additionally, when the student is 16, a statement of post-secondary goals and a plan for providing what the student needs to make a successful transition is required.[2] This transitional plan can be created at an earlier age if desired.
IEPs also include other pertinent information found necessary by the team, such as a health plan or a behavior plan for some students.
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