How to Create Individualized Education Programs to Meet Disability Laws and Eligibility

The Individuals with Disabilities Education Act (IDEA), formerly called P.L. 94-142 or the Education for all Handicapped Children Act of 1975, requires all local education agencies to provide a free, appropriate public education to all children. Public schools must thus develop an Individualized Education Programs (IEP) for each child who is identified as in need of special education and related services. The IEP will outline the student's individual needs and whatever specially designed instruction is required for that student to make academic progress.

Organizing an IEP team meeting

• 1

  Invite all members of the IEP team to gather at a mutually convenient time and place. Typically, the local education agency or school initiates the meeting. However, any member of the team can request a meeting at any time during the school year.

• 2

  Gather data. All members of the team should give input to the lead of the IEP team. Often, this leader is the special education teacher who is in charge of ensuring that the student's Individualized Education Program is implemented.

• 3

  Create a draft IEP. Using all data gathered, write an outline of what the educational program should possibly look like for this child. Follow all state and federal guidelines and use a format that has been approved by the local education agency. This draft IEP should include a brief statement of the student's current educational levels of functioning, plus goals, modifications, and any related services the student needs in order to be successful in the school setting.

Agenda for IEP team meeting

• 1

  Review present levels of educational performance. Focus on both academic and behavioral levels of functioning in the school setting. Identify needs and strengths for the student. It is important to use whatever valid assessment information is available. Always refer to the most current evaluation report that identifies the student's disability and qualifies him for special education services.

• 2

  Set goals for the student. Write goals based on academic standards approved by the state department of education. Develop goals that are as close to the student's grade level as developmentally appropriate. The focus of the goals is the student's skill deficit areas. Each goal should be measurable so that progress can be closely monitored and observed.

• 3

  Identify specially designed instruction and related services that are necessary for the student to make progress in the school setting. Identify what these services are, where they will be implemented and how often they will occur. For example, a student may need speech and language services that will take place outside of the classroom in a speech therapist's office for 30 minutes a week. Or perhaps a student may need to take math tests in an alternate room.

• 4

  Discuss any other concerns or questions raised by any member of the IEP team. The team should meet again no later than one year from its implementation date.