What Is IEP?

All children and adolescents of every ability level in Pennsylvania are entitled to a "free and appropriate education." Many families have discovered that they have not been provided with a complete understanding of their rights. This is especially true for children and adolescents with disabilities. These children often require special accommodations in order for them to receive the "free and appropriate education" to which they are entitled.

Even with the best intentions of highly dedicated professionals within the educational system, too many families and children in Pennsylvania are not receiving the kind of education they need to succeed. This article should be a valuable resource to them.

What is an IEP?

An Individualized Education Program is a written, observable, measurable plan for the education of child with a disability.

Who writes the IEP?

The IEP is written by a team that includes the student's parent(s), a teacher, and a school official who understands the special education system. The law dictates that the IEP must be written at least once a year and cannot be written by school officials on their own.

What are the contents of the IEP?

Each student's IEP must contain the following information:

1. Student's current education levels including academic, social and living skills.

2. Annual goals and short-term objectives. (What should the student learn this year and what are the steps needed to accomplish this?)

  • Goals are positive statements that describe observable skills that the student can reasonably accomplish that year.

  • Short-term objectives are the measurable steps needed to go from the present level of performance to the annual goal.

    3. Special education to be provided (special methods needed to help the student learn). 4. Related services, including transportation, physical/occupational therapy, speech, hearing and vision therapy. What type is needed? How often? For how long?

    5. Dates the services will begin and end.

    6. Exit criteria. (What does the student need to accomplish before they will be ready to leave special education?)

    7. The programs in which the student will participate in regular education classes.

    8. Any modifications to the regular education classes that help the student succeed, i.e., more time with tests, special teacher, more breaks, teacher's aide.

    9. The type of special education program in which the student is functioning.

    10. Amount of special education the student needs per day.

    11. Type of placement (Is there any reason the IEP cannot be implemented in the neighborhood school?)

    12. Signatures of IEP team members who attended.

    13. Additional items that should be included if needed by the student:

    If you don't agree with the IEP or think it's not working well, ask in writing to have the IEP team meet again and draft a revised IEP.

    Under the law governing special education, both parents and school districts have the right to resolve their disagreements using two methods:

    1. Mediation is a voluntary, cost-free, confidential, conflict resolution process.

    2. Due Process Hearing which result in orders being imposed on parent(s) and districts by a hearing officer, panel or judge. The terms might not satisfy either party and may result in heightened hostility between parties that negatively impacts future communications.

    Adapted from an article by Gail Walker, PA CASSP Newsletter, December, 1998