IEP Individual Education Plan
What is an individual Educational Plan (IEP)?
An individual Educational Plan (IEP) is a way of recording the extra help a child with Special Educational Needs is receiving within itís school and education.
a) It is a planning, teaching and reviewing tool for Teachers
b) It should set out the process of planning and intervention for the pupil with special educational needs.
c) An IEP should be a teaching and learning plan - setting out the following
∑ ďWHATĒ should be taught
∑ ďHOWĒ it should be taught and
∑ ďHOW OFTENĒ the understanding and skills of the child through the additional or different activities from those provided for other pupils.
d) The IEP is a structured planning document of different steps and teaching requirements needed to help the student achieve identified targets
e) It is a working document for the teaching staff
f) It must be accessible and understandable to all concerned.
When should an individual Educational Plan (IEP) be used?
When a child with special needs is not progressing, or meeting the
It would be expected that through daily school tests that the teacher would notice the child struggling and along with the SEN co-ordinator would set about gathering the information to meet the childís special educational needs to enable the child to meet itís full potential.
What should you expect to see on this document (IEP)?
(a) The childís difficulties ( reason for IEP)
(b) The teaching strategies to be used
(c) The provision to be put in place which should include
The staff involved, support given, frequency of support and the specific programme, activities, materials or equipment needed.
(d) When the plan is to be reviewed
(e) Any pastoral care
(f) Success and/or exit criteria
(g) Outcomes (to be recorded when the IEP is reviewed)
The IEP is NOT what the child is supposed to do it is about what the school
is going to do to help and support a child in need.
∑ Raise achievement for pupils with SEN
∑ Be seen as a working document
∑ Use a simple format
∑ Detail additional or different needs from those generally available for all pupils
∑ Detail targets which are extra or different from those for most pupils
∑ Be jargon free
∑ Be comprehensible to all staff and parents
∑ Be distributed to all staff as necessary
∑ Promote effective planning
∑ Help pupils monitor their own progress
∑ Result in good planning and intervention by staff
∑ Result in the achievement of specific learning goals for pupils with SEN.
Depending on the pupilís needs and particular circumstances, IEPíS are likely to be most effective when the pupil is fully involved in the process which is set out in the UNCRC.
REVIEWING an IEP
If targets are not being achieved the teacher needs to consider all the reasons, strategies or resources being used that may need changing, or that the target is not appropriate. It may be necessary to break down the target into smaller steps or use alternative targets within the area of the original target need.
Teachers reviewing an IEP should consider:
Targets to be achieved by the next review should be set by the appropriate staff.
If progress remains adequate after 2 reviews it may be decided to increase the time between reviews or to conclude that the child/ pupil no longer needs special help.
For progress to be considered adequate, targets once achieved are being maintained so that the pupil is able to continue to perform the skills, and for a sustained period of time.
If the child continues not to meet the targets of an IEP, it is reasonable to expect that the school request a Statutory Assessment be applied for.