IEP and Education
What is an Individualized Education Plan (IEP)?
An Individualized Education Program, or IEP, describes the educational program designed to meet a child’s particular needs, through a school district. Each child who receives special education or similar services must have an IEP. Each IEP must be individualized for a particular student – it can’t be the same across multiple students.
The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (in some cases) to work together to improve the education of a child with a disability. IEPs are not a part of the in-home ABA intervention services, but it is very important to ensure that in-home ABA services are coordinated with other services, like school district intervention.
IEP Resources Online
- ZCalifornia State Department of Justice
- ZCalifornia Legislative Information
- ZCalifornia Medi-Cal Dental Program (Denti-Cal)
- ZCalifornia State Council on Developmental Disabilities
- Z California State Department of Social Services – Community Care Licensing CalOptima
- ZCalOptima
- ZDisability Rights California
- ZOCDE Department of Special Education Services
- ZOrange County Department of Education
- Z Orange County Department of Social Services
What Are Some Common Components of an IEP?
Some common components of an IEP may include:
- Present Levels of Performance: Describes the student’s current academic and functional abilities, including strengths and weaknesses.
- Measurable Goals and Objectives: Outlines specific and measurable educational targets that the student is expected to achieve within a specified timeframe.
- Special Education and Related Services: Specifies the specialized instruction, interventions, therapies, and support services the student will receive to meet their unique needs.
- Accommodations and Modifications: Identifies adjustments and adaptations to the learning environment, curriculum, and assessments to ensure equal access and participation.
- Transition Planning: For older students, the IEP may include plans for transitioning from school to post-secondary education, employment, or independent living.
- Parental Rights and Participation: Provides information about parental rights, the process of IEP development, and opportunities for parental involvement and collaboration.
How are IEPs Developed?
An IEP is developed through a collaborative process involving parents or guardians, teachers, school administrators, and other professionals. It includes detailed information about the student’s present levels of academic performance, specific learning needs, and goals for improvement. The IEP also outlines the specialized instruction, services, and accommodations necessary to support the student’s learning and access to the curriculum.
IEPs are legally binding documents, and schools are required to provide the services and accommodations specified within them. Regular meetings are held to review and update the IEP as needed to ensure the student’s educational needs are being met.
The role of ABA staff at Acuity Behavior Solutions during an IEP meeting is to provide information on the abilities, skills, deficits, and areas of need for the child to coordinate services.
What Are Some Resources for the IEP Process?
- Disability Rights produces a great resource about what to expect for the IEP process:
http://www.disabilityrightsca.org/pubs/504001Ch04.pdf - A website with more information about advocacy and school districts is:
http://www.wrightslaw.com/ - The California Department of Education has information about the IEP process and the rights of parents:
http://www.cde.ca.gov/index.asp - NICHY Resources on IEPs:
English: http://www.parentcenterhub.org/topics/iep-2/
Spanish: http://www.parentcenterhub.org/topics/iep-2/?fwp_audiences=1115 - Resources on special education law and IDEA from Idea Partnership: http://www.ideapartnership.org/index.php?option=com_content&view=article&id=1041&Itemid=65
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