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1.2 (1K2C): Awareness of the human and legal rights and responsibilities of parents and children/youth as they relate to students.

Individualized Educational Plan

The Individualized Educational Plan (IEP) is a written plan authorized and developed under Public Law 94-142 which, revised, is now the Individuals with Disabilities Education Act (PL 101-476) or IDEA. The term IEP is used to describe both a meeting about and a written plan for any student with a disability who qualifies for and receives special education services in the public school system. IDEA defines 13 disability categories that may qualify a student for special education services. In addition, there must also be evidence that the disability adversely affects the child's educational performance in order to qualify for special education services and planning.

Important IEP Development Requirements

Move your mouse over each requirement to view the details.

In order to develop this plan, a multidisciplinary team meets to determine the needs of the student. The team must include the parent(s), at least one regular education teacher of the student, at least one special education teacher, a representative of the local school district, and a person who can interpret the instructional implications of the evaluation results.

Mandatory IEP Components

1. IEPs & General Curriculum:

Prior to 1997, the law did not specifically address general curriculum involvement of disabled students. The 1997 Amendments shifted the focus of the IDEA to one of improving teaching and learning, with a specific focus on the Individualized Education Program (IEP) as the primary tool for enhancing the child’s involvement and progress in the general curriculum.

The final regulations reflect the new statutory language which requires that the Individualized Education Program for each child with a disability include:

A statement of the child’s present levels of educational performance including how the child’s disability affects the child’s involvement and progress in the general curriculum;
A statement of measurable annual goals related to meeting the child’s needs that result from the child’s disability to enable the child to be involved in and progress in the general curriculum;
A statement of the special education and related services and supplementary aids and services; and

A statement of the program modifications or supports for school personnel that will be provided for the child to advance appropriately toward attaining the annual goals, be involved and progress in the general curriculum, and participate in extra curricular and other nonacademic activities and to be educated and participate with other children with disabilities and non-disabled children. (Retrieved May 13, 2002 from http://www.cec.sped.org/AM/Template.cfm?Section=News_and_Issues&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=4&ContentID=3500)

IEP forms may vary somewhat from district to district, and from state to state. However, they all must include the same information. Obtain a blank IEP form from your supervisor or view a Sample IEP form.

The need for paraprofessional support is not always included in the IEP document. However, when it is, where on the form might this need be stated?