Understanding Basic Systems

Education

Individual Education Program (IEP)

Once the evaluation process is completed and the determination has been made that special education services are necessary, an IEP is designed to assist the child in meeting his/her educational needs. An IEP outlines the services needed to complete the child’s right to a Free and Appropriate Public Education (FAPE).

An IEP is a written plan describing the special education and related services needed to carry out the custom educational needs of a student with a disability. To fulfill the educational needs, an IEP contains goals and objectives that begin with the child’s current level of educational performance. Generally, an IEP is in effect for one year. However, the document can be reviewed and revised at parents’ request.

The Alaska Special Education Handbook contains an example of an IEP and related forms, the handbook can be accessed at: www.eed.state.ak.us/tls/sped.

An IEP is designed with a team. The goal is to outline the most effective way to educate your child. The team may consist of the following members:

• parent
• the special education teacher
• the regular education teacher
• support workers (special education aides)
• outside agencies involved with the family
• evaluators
• additional people invited by the parent who they believe will be helpful

The IEP must consider academic and nonacademic (behavior, social etc.) areas in addition to evaluation results.

An IEP contains the following:

• A review of the current level of education (last years progress, current test results)
• Description of next years annual goals and short term objectives (measurable goals or areas where improvement is desired)
• A list of specialized education, related services, and supplemental aids the school will provide for the child
• Strategies for how the student will meet the goals
• Specify the dates the services will begin, how often services provided, where services will be provided, and when services will end
• How the child will participate in statewide testing (how progress will be measured)
• Transition planning for entering adult life (usually begins at age 14)

IEP meetings

Parents must be notified in writing about an IEP meeting and the time should be arranged to fit with the parent’s schedule. Despite the overall goal of designing an effective education for your child, the means by which an IEP is completed is to place your child and his/her flaws in the spotlight. Preparing for the meeting (making a list, preparing a parent agenda) can ensure that the ideas parents want to discuss are addressed. As partners with the IEP team, parents should be ready to provide any pertinent information to the education staff.

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