IEP

Special Education Individual Education Plan (IEP)

An Individualized Education Plan (IEP) is a written plan for a child with a disability that is developed, reviewed, revised and implemented according to federal and state regulations.

This plan includes:

• A description of the child's strengths and needs, including how the child's disability affects his/her involvement and progress in the general curriculum
• A statement of measureable annual goals, including short-term instructional objectives or benchmarks and academic and functional goals designed to meet the child's educational needs resulting from his/her disability; the goals and objectives should enable the child to be involved in and progress in the general curriculum
• A statement of the special education and related services, supplementary aids, and services that will be provided to the child
• A statement of the program modifications or supports that will be provided for the child to:
  • Advance toward reaching annual goals
  • Be involved in and progress in the general education curriculum
  • Be educated and participate with other children with and without disabilities.

• An explanation of the extent, if any, to which the child will not participate with non-disabled children in the regular class and other school activities

• A statement of any individual, appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on state and district-wide assessments; the IEP team may determine that the child shall take an Alternate Assessment
• The projected date for the beginning of the services and modifications described in the IEP and the anticipated frequency, location and duration of those services and modifications
• Beginning at least one year before the child reaches the age of majority (i.e., age 18 in Ohio), a statement that your child has been informed of all his/her rights under IDEIA that those rights will transfer at age 18
• A statement of how your child's progress toward the annual goals will be measured, how you will be regularly informed and the extent to which this progress is sufficient to enable the child to achieve the goals by the end of the year (i.e., IEP)

The IEP team shall also review and consider the following special factors:

• Participation in various testing programs including achievement tests
• Transition of the child from pre-school to school-age special education services occurs at age three to five years
• Beginning at age 14, a statement of transition service needs that focus on the child's course of study (e.g., participation in AP courses or a vocational educational program); beginning at age 16, appropriate measurable post-secondary goals
• Based upon age-appropriate transition assessments related to training, education, employment and – where appropriate – independent living skills; transition services including courses of study needed to assist the child in reaching those goals
• A positive behavior plan, if the child's behavior interferes with his/her learning or that of others
• The child's need for extended-school-year services (i.e., ESY)
• The need for Braille instruction if the child has a visual impairment
• The communication needs of the child, which include listening, speaking, reading and writing
• If the child is deaf or hard of hearing, the IEP team will consider the child's language and communication needs as they relate to his/her communication mode:
  • The child's language needs as they relate to the IEP if he/she has limited English Proficiency (LEP)
  • The child's need for assistive technology devices and services

The IEP meeting is arranged by the school district. The following details should be addressed:

• You and/or your child should be notified of the meeting early enough to ensure that you will have an opportunity to attend
• The meeting should be scheduled at a mutually-agreed-upon time and place
• Meeting notice should include purpose, time, location and who will be attending
• If you cannot attend in person, the school district shall use other methods (i.e., Individual or conference telephone calls)
• If you cannot attend or participate, a meeting may be conducted without you
• The school district must have a record of attempts to reach you
• The school district shall take whatever action is necessary to make sure that you understand the meeting including arranging for an interpreter if you are a person with a hearing impairment or if your native language is other than English
• The school district shall give you a copy of your child's completed IEP at no cost to you.

IEP team for each child shall include, but is not limited to:

• The parent(s)
• The child, when appropriate, but always invited at the age of 14 and older
• At least one regular education teacher (if he/she is, or may be, participating in the regular education environment)
• At least one special education teacher or, where appropriate, at least one of your child's special education providers
• A representative of the school district who is qualified to provide or supervise the provision of specially designed instruction for children with disabilities

Whose IDEA Is This? A Resource Guide for Parents