How to work with an IEP?

IEP (Individual Education Plan), these are in place on top of the usual Individual Learning Plan, they focus more on the child’s disability or special need whether this being a physical disability, a mental or language delay, emotional issues etc, some examples may be not being able to walk because of Global Delay or a medical issue, or an emotional issue, maybe a speech delay or the child has speech therapy, perhaps a child is very quiet and shy and this effects his/her studies and personal and social development, something is happening at home or the child is on a child protection list and this effects the behaviour so the child needs additional support. The list goes on but a child isn’t just thrown on an IEP, the child is observed using different types of observation, the child is given one to one suport to identify and issues, everything is discussed with everyone involved.

An IEP is brought in for a child when their need or disability effects their abibility to function and ‘get on’ e.g. learn, develop their skills such as personal social and emotional, literacy, creative, mathmatical etc etc), the IEP is used in conjuction with the ILP and basically gives the school, nursery workers etc etc even more in depth steps to guide and support the child and their needs.

A child is usually assessed by the SENCo (special educational needs coordinator) in the setting and then, with parents permission, the IEP is brought in whilst being discussed with keyworker or teacher, the child and the parents, the IEP will have a space for child’s comments and parents comments, the IEP, like the ILP will be reviewed about once every 3 months.

This may be a little different in Canada to England.

Do you mean the Individual Education Plan. If so when children are struggling at School, an assessment is carried out often by the School Psychologist and they make recommendations to the School to help the Child reach targets, this is set out in the IEP and is reviewed regularly by pupil, teacher and parents.

I am in the U.S. so I am sure the process might be different, but here you have to be assessed by the school team in the suspected areas of disability. Depending on the child’s area of needs this may include a school psychologist, speech pathologist, OT and others that may relate to the areas of concern for the child. The team through the assessment process must document that your child has a qualifying disability and that the disability is affecting the child’s ability to be successful in school and as a result your child demonstrates a need for special services beyond what can be provided in a regular classroom setting. It is a really a legal process here. I hope this is helpful. The best source in the U.S. is www.wrightslaw.com