Most students in the United States with disabilities are covered by an Individualized Education Program (IEP). These are formal documents that outline all of the services and accommodations your child will need, as well as the goals they are expected to reach. Unfortunately, these documents are often very difficult to understand. While the terms within them are often specific, they are often used incorrectly. The goal of this article is to clarify some of the most important terms involved in IEPs, and to explain how the terms are intended to be used in this document.
The Individuals with Disabilities Education Act (IDEA) includes a provision that all students with disabilities must have an Individualized Education Program (IEP). This program must be developed for each student in order to ensure that the student will be able to meet state standards in the most efficient and beneficial way possible. However, it is common for students to be confused about the provisions of their IEPs, or for parents to disagree about them. In these instances, a student may wish to consult with a legal professional to get a better understanding of their rights.
IEPs, or individualized education programs, are an integral part of a students education. These plans set the goals and standards for a students academic and behavioral performance for every part of their education. The IEP is drawn up by the student’s parents, teacher, and other school officials. These people all have a say in what goes in the IEP. When all the stakeholders are present and have stated their wants, the IEP is complete.
If you work in special education, you’ve probably had to work on an Individual Education Plan (IEP) at some point. IEPs are plans designed to ensure that students with diagnosed disabilities receive the instruction and accommodations they need to succeed in school. These are essentially legally binding documents that contain confidential information. IAPs are not top secret, but they are only shown to people who need to know. In case it’s not clear from the title: The student to whom the IEP applies should know what is in the IEP.
Special education shouldn’t be a taboo subject, but unfortunately many teachers and administrators treat it that way. No one wants a student to feel bad or think they can’t keep up with their peers. So they sneak in to talk about needs and adjustments. You’d be surprised how many students are distracted by testing in small groups and don’t know why. I’ve been in this situation before. Sometimes our school accepts students from a school with a less transparent special education program.
When these students are suspended for an exam or other accommodation, they ask why. I remember such an example very well: Student: Sir, I want to thank you for your support. Pillow, why do I have to go with you every time we do the test? Я : You need to come with me because according to your IEP, you have extra time. Student: What is it? Я : Weren’t you at the meetings with your mother when they discussed this? Student: Not for overtime. Я : You know how you always move your feet when you walk? That’s how you get that time. Student: So I’ve had this the whole time? Я : The whole time you’ve been here. And most of the time at your old school, too. Student: They didn’t do that at my last school …..
The last sentence in this exchange is the real reason why students need to know what is in their IEP. Obviously, as a teacher, the best thing I can do is not argue with him so that he shows up at exam time. The bottom line is that he must be informed so that he can ensure that his needs and living conditions are met. And apparently this student’s ignorance prevented him from getting extra hours at his previous school. In my experience with this child, he really needed the extra time he was legally entitled to. To be perfectly honest: Not all conversations with students with IEPs go as well as the one described above. Even students who know they need accommodations don’t always make easy use of them or don’t even know they’re available.
These topics are unfortunately taboo for many students. You have to do your best to make it easier to digest, but in the end they need to know what is written about them….. even if it’s not what they want to hear. A teacher should never be in the position of having to spontaneously explain an IEP to an uninformed student. At my school, we encourage families to involve the student in the IEP meetings rather than silently watching.
The process works best when they are active participants. That way, they won’t be surprised by the content of the document, and you’ll get more people interested if you offer them accommodations and push them to achieve their goals. Education essentially depends on the relationship between the student and the teacher.
How can a school teach a child effectively if they are not aware of the most important document governing their education?You have an Individualized Education Plan (IEP) or 504 Plan for a handicapping condition, but do you know what information it contains? If you only glanced at it when it was created, did you notice the school listed all the things it will do to accommodate your disability, as well as the goals it has for you? If you don’t have an idea of what your IEP says, you should read it carefully to make sure it is right for you.. Read more about iep process and let us know what you think.
Frequently Asked Questions
What information should be included in an IEP?
Although the Individuals with Disabilities Education Act (IDEA) requires that parents receive information about their child’s Individualized Education Program (IEP), many parents are unaware of what should be included in an IEP. The IEP is a written document that details the services and supports that a child with a disability will receive at school, as well as what goals the child or school will work towards. The school is required to provide the parents with a copy of the IEP within a month of the meeting.
The IEP should include: An IEP is an Individualized Education Plan, but some say not enough information gets to the student. According to one parent, “I can’t tell you how many times I’ve read the IEP and honestly, I don’t even know what half the stuff means. I don’t know if my son’s teacher knows what it means, either.” An IEP should include the following information: how disability will be addressed in the general classroom, what kinds of accommodations the student will receive, what educational support will be offered, and what progress will be measured.
Should students be involved in their IEP?
An Individualized Education Plan (IEP) is a legal written document that contains the specific educational needs of a child. An IEP is designed by a team of people that include the parents of the child, teachers, and a special education professional. Currently, parents are required to provide written consent to their child’s IEP. However, many parents feel that their child’s IEP should be intrinsically collaborative. The question is: Should parents have a say in their IEP? The Individualized Education Program (IEP) is a legal document that states a student’s educational goals and the services that the student will receive, or needs to receive, in order to achieve those goals.
A team of individuals, including the student’s parents, school staff, and possibly professionals from other agencies, meet to discuss the student’s needs and the ways to meet those needs. The IEP process is extremely important because it ensures that the student has the best possible access and opportunity to learn. Parents should be actively involved in the IEP process to ensure that the IEP accurately reflects their child’s needs and goals.
What teachers should know about Ieps?
If you’ve ever had to deal with an IEP, you know it’s not an easy process by any means. Most of the time, you don’t even know what to expect until you sit down with your child’s teacher and a representative from the school district. (You may even be lucky enough to get a team of experts from various departments at your child’s school.) While it’s good to have an idea of what your child will be working on, there are a lot of things that are left out of your child’s IEP, you’ll find out. As students, we are often at the mercy of our teachers and the school system. In order to have a successful year, we need to make sure that the teachers we have understand the IEPs we have and what services we are entitled to. Here’s what you need to know about IEPs:
