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.

Glossary

Ecological assessment

An approach to assessment which recognises that the student does not operate in a vacuum, but that surroundings and context also have an impact on abilities and needs. Ecological assessments include a study of the student's physical environment and their interactions with the people in close contact with them.

Exemplars

Models and examples of students' work that act as a guide to the quality of work expected. These are very helpful tools for self-assessment, as students can see for themselves what is required and are encouraged to take responsibility for their own learning.

Inclusion

A principle, an attitude and a set of processes which affirm the right of every student to learn in accordance with the principles and values of the National Education Goals and The New Zealand Curriculum Framework.

Inclusion embraces the diverse abilities, aspirations, languages, cultures, beliefs, goals and needs of all students. It affirms the rights of parents to enrol their children in the school of their choice. Inclusion acknowledges the fundamental validity of effective teaching and learning to include all students.

Learning outcomes

The results of learning, teaching and other forms of intervention. Outcomes occur at an individual level (the student makes gains); at a class and school level (the learning and teaching programme is effective); and at a systems level (the collaborative IEP process is successful).

Special Education 2000

The major new policy for special education, launched in 1996. Special Education 2000 is being implemented in phases over three years.

Ongoing and Reviewable Resourcing Schemes

For school students who have ongoing high or very high special education needs. Resourcing is allocated to individually verified students according to their need for adaptation of curriculum content, or for support, assistance and specialist interventions (programmes) to help them access the curriculum.

Severe Behaviour Initiative

For students who have severe behaviour difficulties, interfering with their safety or ability to learn, or that of those around them. The Ministry of Education works with schools to support individually identified students.

Special Education Grant

Provided directly to schools to assist in the provision of support for students with moderate special education needs such as learning and behaviour needs.

Speech-Language Initiative

Primarily for students in the first three years of school, who have significant difficulties with speech and language and a high need for speech-language therapy.