INDIVIDUAL EDUCATION PLAN (IEP)

An IEP (an Individual Education Plan) may seem like a new fad, but it isnt. It might seem like a lot of extra work for a busy teacher, but it doesnt have to be. Planning for the individual child is something teachers have always done, sometimes without even realizing it. Good teacher: - observe what the child is able to do. - talk-with the parents about the childs needs. - set goals for the child. - teach the child new skills. - check that the skills have been learnt. Then the process begin over again: observe, consult, set goals, teach, check, observe

The IEP is simply a new name for a more organized approach to this process. And also, the simple steps outlined, encourage the teacher to seek the ideas and advice of other key people in the childs life. The teacher does not have to do it all alone. In fact she shouldnt. Everyone concerned with this student needs to get together to decide on common goals and how they plan to achieve them. This circle of caring people work together for the good of the student and pool their concerns and their joys, their opinions, their skills and resources A. DESCRIPTION IEP (Individual Educational Plan) is an instructional strategy using clearly stated sequence of objectives to individualized teaching while working with a group of children.

B. RATIONALE
IEP aimed at ensuring that each handicapped or gifted child is provided special education and related services appropriate to the childs special learning needs.

C. IMPORTANCE OF IEP
1. The IEP is designed to target remediation of particular lags or to accelerate learning. 2. The IEP intended to serve as a basis for the development of a detailed lesson plan that encompasses the whole curriculum. 3. The IEP meeting serves as a communication vehicle between parents and school personnel, and enables them, as equal participants to jointly decide what childs needs are, what services will provide to meet those needs, and what the anticipated outcomes may be.

4. The IEP is a process provides an opportunity for resolving any differences between the parents and persons concerned with the handicapped childs special education needs. 5. The IEP is a complain/monitoring document which may be used by authorized monitoring personnel to determine whether a handicapped child is actually receiving the appropriate education agreed to by the parents and the school. 6. The IEP serves as an evaluation device for the subsequent Review Meeting.

D. TWO KINDS OF IEP 1. IN-TAKE IEP is formulated by a team (e.g. admission

team, psychologist, school administrator, parent, sending teacher (may be the regular teacher who is recommending the student to be transferred to a special education program, the receiving teacher/special education teacher.

2.

ON-GOING OR YEARLY REVIEW is formulated

after a special education teacher has worked with a student and become more familiar with his strengths, weaknesses and needs.

E. THE MULTIDISCIPLINARY TEAM The Forerunners 1. Parents Responsibilities

They have the responsibility of honestly and accurately sharing information about their childs behavior and perceived educational strengths and weaknesses. The serve as the childs advocate. He/she gather together records and notes that pertains to: a) what level the child is working at each project; b) how he/she is fitting into the class; c) and any special learning needs have been noticed. He/she implements the IEP Serves as a consultant to classroom teacher. Suggests behavior management, materials and teaching strategies to the classroom teacher Coordinates all resources need (materials and manpower). He/she heads the team.

2. Classroom Teacher

3. SPED Teacher

4. Principal

The Forerunners 5. Specialist

Responsibilities
- Provides an in-depth evaluation on the childs disability -Gives recommendations for placement and services to the group -He/she may also suggest additional specialist if it necessary Provides services on the behavioral development of the child.

6. Guidance Counselor

F. BASIC COMPONENTS OF IEP

The IEP consists of two main parts: 1. The IEP Meeting is the gathering of people concerned who jointly make decisions about the a special childs educational program. 2. The IEP Document this pertains to the written records of the decision reached at the meeting. The IEP Document contains the following: a. Student Information b. Medical Information/diagnostic assessment c. Statement of the childs present levels of educational performance (based on results of norm-referenced and criterion referenced test.) This includes the strength and weaknesses of the childs mental capability, psychomotor, social behavior, speech-language (if HI) and other relevant factors (e.g. self-help, vocational) d. Strengths/Needs Chart e. Summary Goal Sheet

Steps in the IEP Process

1. Set a Date
The Special Education Teacher with the School Principal sets a date for planning meeting and invites key people along. These key people are usually the parents (or the caretakers, aunt or grandmother, maybe a sister), the class teacher, and the SPED teacher. You may think it is important to invite the social worker (if it is seen as necessary) Discuss with your principal or supervisor who is going to chair the meeting. 2. Gather together your records. The Special Education Teacher now must gather together the records and notes on this child. The IEP Checklist attached may help you ensure you dont miss out anything important. Basically, the Special Education Teacher needs to be able to tell the people at the meeting what level the child is working at in each subject, how he is fitting in to the class and any special learning needs that have been noticed

3. Prepare the Room

The room must be organized for the meeting. Make sure there are enough chairs and if you are offering some food and drink, that it is all ready.

4. The Meeting
i. Welcome everyone and thank them for making time to come. Make a special effort to make the parents feel relaxed and welcome as they may be shy in this school setting. ii. Ask the people at the meeting how they feel the child is getting on, at home and the school. Let everyone have a turn, and hear them out. iii. After everyone has spoken, as a group decide on and write down at least five or six goals for this student using the SUMMARY GOAL SHEET.

iv. Write down the name of the person who has the main responsibility for each goal. For example, the goal Florita will write her name will probably the main responsibility of the teacher, while the goal Florita will join the family on outings and learn more about what is happening in the community will probably be seen as the parents responsibility of both the parents and the teacher. v. Set a date to meet again (in 3 to 6 months time) at a Review Meeting to review how the goals are being reached, and to set new goals. vi. Thanks everyone for coming

5. Review Meeting (3-6 months later)

i. ii. iii. iv. v. vi. Remind people of the Review Meeting at least a week before. Go over the SUMMARY SHEET from the last meeting. Allow everyone to have an opportunity to speak. Write a new list of revised goals. Set the next meeting date. And, last but not least, congratulate yourself for so carefully and professionally planning an educational program for this student. You will change this childs life.

IEP FORMAT
Strength and Needs Chart Area A. Home B. School C. Neighborhood Summary Goal Sheet Priority and Area of Need Goals Person/s Respons ible Time Frame Support Possible Services Outcome Strength Needs

According to Federico Mayor, Director General of UNESCO (1994) Special needs education cannot advance in isolation. It must be part of an overall educational strategy and indeed, of new social and economic policy and practice in every sub sector within education, from preschool to universities, to ensure that the curricula, activities and programs are, to the maximum extent possible, fully accessible to all.