Individualized Education Program: Difference between revisions

Revision as of 17:35, 12 September 2019

Revision as of 21:26, 15 September 2019

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The IEP describes how the student learns, how the student best demonstrates that learning and what teachers and service providers will do to help the student learn more effectively. Developing an IEP requires evaluating students in all areas related to the suspected disabilities, simultaneously considering ability to access the general curriculum, considering how the disability affects the student's learning, forming goals and objectives that correspond to the needs of the student, and choosing a placement in the [[least restrictive environment]] possible for the student.<ref>{{cite journal|last1=La Salle|first1=Tamika|last2=Roach|first2=Andrew|last3=McGrath|first3=Dawn|title=The Relationship of IEP Quality to Curricular Access and Academic Achievement for Students with Disabilities|journal=International Journal of Special Education|date=2013|volume=28|issue=1|page=137}}</ref>

As long as a student qualifies for special education, the IEP is mandated to be regularly maintained and updated up to the point of high school graduation, or prior to the 21st birthday or 22nd birthday. If a student in special education attends [[university]] upon graduation, the university's own system and procedures take over. Placements often occur in "general education," [[Mainstreaming (education)|mainstream]] classes, and specialized classes or sub-specialties taught by a [[special education]] teacher, sometimes within a [[resource room]]. Some studentsStudents can be tested out of theiran IEP when they enter college and some students will obtainretain theiran IEP until they officially graduate college.

An IEP is meant to ensure that students receive an appropriate placement, not only in special education classrooms or [[special schools]]. It is meant to give the student a chance to participate in regular school culture and academics as much as is possible for that individual student. In this way, the student is able to have specialized assistance only when such assistance is absolutely necessary, and otherwise maintains the freedom to interact with and participate in the activities of his or her more general school peers.