Alana O’Brien

2/13/17

I.E.P. (Individualized Education Program) Information Worth Knowing

In every school, in every space you will see all different types of learners. Some range
from accelerated learners that receive extra instruction for advancement and some are
exceptional learners that have a disability that makes learning more difficult. With either type of
students you need to have a plan in place for current and future instruction of the curriculum. For
the exceptional learners, this plan is called an I.E.P (individualized education program). Within
this paper, I hope to explain to you the purpose or the why we have these in place. The elements
that we look at to produce an adequate I.E.P. Last, how go about to creating one that best
benefits the student.
When a general education teacher is assigned a student that has a disability or they may
suspect that one of their students may have one, there are several different steps to assure that
student receives the education they need. The main one is creating an I.E.P. The purpose of these
are “to ensure that all children with disabilities have available to them a free appropriate public
education that emphasizes special education and related services designed to meet their unique
needs and prepare them for further education, employment and independent living”. (IDEA) I
want to break that down to further understand the purpose. First, free and appropriate public
education, this does not mean that private or independent learning facilities don’t have them.
This just means they are guaranteed one in a public setting. This also means that the student will
receive the type of education that is fit for them to learn, an example would be a second-grade
student would learn appropriate second grade lessons. Second, a student will be allowed services
that are tailored to specific needs of that student, whether it be in a resource room, a special
education room, or the gen ed. classroom. Last, all of this is to prepare the student for their future
endeavors in life and creates a platform for future learning or life experiences. When I think of
an I.E.P. I think of it as a very detailed individualized set of instructions to help a student achieve
success.
To create an I.E.P. you must follow a strict set of rules and procedures tailored to this
student to keep within the guide lines. Some main elements that they need to have are
1.) Strengths and weaknesses of the student. What do they do well? Where are the excelling?
What don’t they do well? Where are they struggling? Have you detailed this enough to direct
what kind of help they need? 2.) A correct diagnosis. Has the student been to a doctor and
diagnosed with the correct disability so we know where and the correct way to begin or what
and how are the areas of learning affected? 3.) What are the current performance indicators?
Does the I.E.P. present a clear, valid picture of the students’ present level of performance in a
way that it can be used as a benchmark to measure future progress? 4.) Are the interventions
valid? Are you convinced that the treatment programs recommended are research-based and
effective for this students’ particular learning needs? 5.) Are there realistic, measurable goals.
Are these goals s.m.a.r.t. goals? 6.) What is the short-term goal/ objective for the student? Do
these goals lead up to the annual goal that is established for measurement of progress? 7.) Are all
social considerations being made for the student? Does the student have maximum involvement
 Alana O’Brien
2/13/17

with their peer group, in compliance with the law’s Least Restrictive Environment mandate?
(Noreen J. O'Mahoney, CSW, SDA)
When this all begins, there is a basic process that should be followed to have an accurate
I.E.P. if not done in the correct order then the child could have the wrong instruction created for
them. When a gen ed. teacher thinks, they may have a child that could qualify for special
education that is the first step to help for that child. They have identified there might be a need
for help. Next, the child should be evaluated to see if there is a disability and if so is there a need
for special services and what kind? This moves into if the child is eligible for services and
establish what kind they need. Once this is decided on there is a I.E.P meeting scheduled so all
appropriate parties are involved. When the meeting is held a detailed I.E.P. is written with
placement and consent. After that is accepted services are provided, each party receives a copy to
follow and certain responsibilities are established. After the working I.E.P. has been used the
progress of it is measured and reported to the parents regularly. Once a year an I.E.P. is reviewed
to make sure it is still working and is relevant for the growth of the student, followed by
reevaluation of the student every three years.
Individualized education programs are a very important part of the education process and
should be taken very seriously. It takes a lot of hard work and concentration to create one that
provides everything a student needs to succeed. As a teacher of either special ed. or gen ed. you
must be an involved active participant in the I.E.P. process to create a road map of success for
your student. What I have learned so far from the readings and the book is that if you don’t do
this just wright you could hinder a child from learning the way they need to in order to have a
successful scholastic experience the grows with them into adulthood just like any other student.
Also, just like gen ed. students, special ed. students have a unique and special way of learning,
they just need our help a little bit more to accomplish that learning. I look forward to learning
more about this process that helps so many students.