Individual Education Programme (IEP) Guidelines
These guidelines are for schools, parents and specialists who support students with special education needs. They are intended to assist with planning for any special education students, whatever their need.
Appendix II - Photocopy Masters
Schools may find the masters on the following pages useful to support the implementation of the IEP process.
IEP Plan Meeting Guide
The meeting should include the following:
- welcome and introductions
- agenda and closing time
- opportunity for a general and relaxed discussion about the student, their family and the school
- evaluation of previous IEP objectives/outcomes
- review of long term aims
- identification of key focus areas for the IEP
- sharing of present skills
- identification of current needs
- identification of achievement objectives from curricula that will address these needs
- identification of specific learning outcomes that will enable achievement objectives to be met
- selection of priority achievement objectives and specific learning outcomes
- allocation of roles and responsibilities for the recording of the IEP, the planning and implementation of programmes to teach these skills and the assessment and evaluation of the programmes
- Selection of a review date for next meeting
Plan Outline
This plan can be downloaded from the table of contents page.
Checklist for IEP Learning Outcomes
- Is this learning outcome closely related to the programme of the class?
- Will this learning outcome help the student achieve the long term aim?
- Does this learning outcome reflect the interests and priorities of the student?
- Does this learning outcome reflect the priorities of the parents?
- Is this learning outcome relevant to the student's future learning?
- Does the student need this skill on a daily basis?
- Is this skill needed by the student in a variety of settings at school and out of school?
- Does this skill fit the age and level of the class?
- Has the student's rate of progress and previous time spent learning this skill been considered?
- Will this skill help this student to join with his/her peers?
- Will this skill ensure that others treat this student appropriately?
Flow Chart to Assist Curriculum Adaptation Process
This flowchart can be downloaded from the table of contents page.
Seek constantly to increase independence and reduce support over time.
Checklist for IEP Plan
- Is it clear and easy to follow?
- Was it developed by a team of people who have a close involvement with the student?
- Does it state who was involved, their interest in the student?
- Was the parent a full, participating member of the team?
- Does it outline the long term aim?
- Are the achievement objectives based on the needs of the student as determined by the information collected by the team?
- Are the current objectives also related to the long term aim?
- Are the learning outcomes related to the achievement objectives?
- Do the learning outcomes state what the student will be able to do at the end of the teaching programme?
- Is it clear who will be responsible for each part of the programme?
- Does the plan state when the programme will begin, how long it will be provided and when it will be reviewed?
- Are the resources that will be needed specified?
- Do the strategies enable the student to work with peers?
- Does everyone have a copy of the document?
- Has a date been set for the next meeting?
- If there has been a previous IEP has that been evaluated?
Flow Chart to Assist School-Wide Planning
This flowchart can be downloaded from the table of contents page.