Individualized Education Program (IEP)
Inspired by Heward’s “Exceptional Children: An Introduction to Special Education”
What is an IEP?
An Individualized Education Program (IEP) is a written document that is developed for every
student with a disability who is eligible to receive special education services under the law
(IDEA – Individuals with Disabilities Education Act).
According to Heward (2022), an IEP is “the centerpiece of the special education process”
because it defines what the student needs and how the school will meet those needs.
It is:
• Individualized: Designed for one specific child.
• Educational: Focused on learning and school life.
• A Program: A plan that includes goals, services, and progress tracking.
Purpose of an IEP
The main purpose of an IEP is to ensure that students with disabilities receive Free and
Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).
Here are the key goals of an IEP, as highlighted by Heward:
1. ✅ Identify the student’s present levels of academic and functional
performance.
→ What the child can do right now.
2. ✅ Set measurable annual goals.
→ What we want the child to achieve in one year.
3. ✅ Specify the services the school will provide.
→ Special instruction, therapies, supports.
4. ✅ Include accommodations and modifications.
→ How we’ll adjust teaching/testing for the student.
5. ✅ Monitor and report progress.
→ How we’ll track the student’s development and update parents.
6. ✅ Prepare for future transitions.
→ Especially for older students (e.g., planning for life after high school).
In short, the IEP ensures that all areas of the child’s education are carefully planned and
supported by the school team.
Steps in Developing an IEP
(Adapted from Heward, Chapter 2)
Developing an IEP is a step-by-step process guided by IDEA. Here’s how it works:
Step 1: Referral and Evaluation
• A student is referred due to learning or behavior concerns.
• A comprehensive evaluation is conducted by a multidisciplinary team
(teachers, psychologists, therapists, etc.).
• The team uses standardized tests, observations, and interviews.
Step 2: Determining Eligibility
• The evaluation results are reviewed.
• If the student has one of the 13 disabilities under IDEA and needs special
education, they are found eligible.
Step 3: Forming the IEP Team
• The IEP team includes:
• Parents
• General education teacher
• Special education teacher
• School representative
• Evaluation specialist (e.g., psychologist)
• The student (especially if 14+)
Step 4: Writing the IEP
In the IEP meeting, the team writes the plan, including:
• Current performance (academic & functional)
• Annual goals
• Services and supports
• How the student will take tests
• Participation in general education
• Accommodations/modifications
• Transition goals (for older students)
Step 5: Implementation
• The school begins delivering the services.
• Teachers and therapists follow the IEP closely.
Step 6: Monitoring Progress
• Progress toward each goal is tracked.
• Parents get regular progress reports (at least as often as report cards).
Step 7: Annual Review
• The IEP is reviewed every 12 months.
• Changes are made if the student’s needs change.
Step 8: Reevaluation (Every 3 Years)
• A full re-assessment is done every 3 years (or sooner if needed).
Salient Features of an IEP
(Based on Heward’s framework of IEP components)
Feature Explanation
Present Levels of Describes how the student is doing right now – both
Performance (PLAAFP) academically and in areas like behavior, communication, and
social skills.
Annual Goals Specific, measurable goals for one school year. These may
include reading, writing, social skills, or self-care.
Special Education Detailed explanation of what the student will receive (e.g., small
Services group instruction, speech therapy).
Related Services Extra services like counseling, occupational therapy, or
transportation.
Accommodations and - Accommodations: Changes in how the child learns (e.g., using
Modifications audiobooks).- Modifications: Changes in what the child learns
(e.g., simpler math problems).
Participation in General How much time the student will spend in regular classrooms vs.
Education special settings. The goal is always the least restrictive
environment.
Assessment Whether the student will take standardized tests and what
Participation support they will need (e.g., extra time, read-aloud instructions).
Transition Plan (for Planning for adult life – includes job skills, higher education
students 16+) goals, and life skills training.
Progress Monitoring How the school will check if the student is meeting their goals,
and how this will be reported to parents.
Conclusion
The IEP is a powerful and personalized tool designed to support students with disabilities in
their educational journey. As described in Heward’s textbook, it is both a legal requirement and
a moral commitment—ensuring that no child is left behind.
By following a structured process, involving key people (especially the family), and writing a
detailed plan with measurable goals, the IEP helps students grow academically, socially, and
emotionally.
It reflects the heart of special education: meeting individual needs in a fair and inclusive
way.
🧠 Quick Revision Tip (Mnemonic):
“Every Child’s Plan Helps Reach Goals!”
E – Evaluation
C – Child’s eligibility
P – Plan meeting
H – Help is given (services)
R – Review and monitor
G – Goals for progress
Would you like a visual flowchart to go with this answer for even easier revision?
