The Individuals with Disabilities Education Act (IDEA), mandates that each student with a diagnosed disability have an Individualized Education Plan (IEP). The goal of the act is to educate students with disabilities in their least restrictive environment. The IEP describes how the school plans to educate the student while accommodating their disability. This often includes modifications for the teacher to implement.
The IEP is written and signed by at least a special education teacher, regular education teacher, Local Education Agency (LEA) representative, the student’s parent, and sometimes the student. IEPs must be reviewed and updated annually and their eligibility for services must be reviewed every three years. Additional assessments may be needed to determine whether a child’s current placement and services are still appropriate. IEPs are confidential documents. One copy is given to the parents and another copy is kept in the students file.
The IEP states the services that the student will receive. It also indicates when and where these services will be given. Annual goals are recorded, and a way to measure progress is specified. Often times the IEP team may decide that a student needs related services in addition to their special education services. Examples may be speech therapy, physical therapy, or occupational therapy. The IEP states how often and where these services will be given. Everyone must agree and sign the IEP in order for it to be a valid document.
References:
Cook, R, Klein, M, & Tessier, A. (2008). Adapting early childhood curricula for children with special needs. Columbus, OH: Pearson.
Learn NC. (2011, February 13). Individualized education plan. Retrieved from http://www.learnnc.org/reference/Individualized+Education+Plan
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