IEP

1. IEP
Development
Process
•Federal Legislation
94-142 (1975)
requires schools to
have an IEP for every
student with a
disability.
Identification
•Report on where the
child is currently
functioning
•Identify disability
•set up an IEP
multidisciplinary
commitee to assess
disability.
•Decide which
professionals to
include,e.g.
audilogistfor hearing
impairment.
•Gather data from a
variety of sources-
school reports,
medical reports,
parental responses.
Set Objectives
& goals
•Determine and set
annual goals for the
student
•Identify resources
and services to allow
students to meet
their goals
•Set short term and
longterm goals and
objectives
How to meet
the goal
•Break down goals
into measurable
objectives to keep on
target
•Produce a report on
services thatwill be
provided to the
student and dates.
•Set review dates
throughout year.
•Set the least
restrictive
environment.
•'Sell the IEP to
content area
instructors
Review
Short term objectives can
include, stayontask,
employvarious study
strategies. Improve
sequencingfor problem
solving
These requirements reflect
the IDEA’s strong preference
for educating students w ith
disabilities in regular classes
w ith appropriate aids and
supports
E.g. access to resource
room? Social services
Speechandlanguage
services?
Physical therapy?
14 Categories of
Disability in Federal
Special Education
Law
CollaborationandCo-teachinginthe classroom - Insteadof
makingco-teachersindistinguishable,goodco-teaching
partnerships complementeachotherandembrace the
differencestheybringtothe classroom.
A good example of pedagogical practicesforaninclusive
classroomisto beginclassbyteachingwhole group,then
breakingintosmall groups.Duringthe whole groupinstruction,
the co-teacherwill instructasmall groupand then,duringthe
lesson,eachteacherusestheirstrengthstosupportone another
to achieve the learninggoalsof students assetoutintheirIEPs.
It is importantforteachersandco-teacherto initiallyhave
conversationsidentifying eachother’s strengthse.g. one teacher
couldbe good at givingvisual cuesand usingvisual aids, the
othercouldbe good at explainingthingsinaneasytounderstand
manner.

2. References
Polloway, E. A., Patton, J. R., & Serna, L., Bailey, J. (2018). Strategies for Teaching Learners with Special Needs (11th ed.). NY, :
Pearson. CHAPTER 2
Smith, T. E. C. (Year). Components of the IEP [Video file]. Retrieved from University of Phoenix Media website:
http://www.pearsoncustom.com/us/phoenix_sped531/Seg1_Components_of_an_IEP_iPad.html
Steps in The IEP Process: Education.com. (2014). Retrieved from https://www.education.com/reference/article/steps-ndividualized-
education-program-IEP/