Special Education
Parent's Guide to Individual Education Planning
II.CONTENTS OF THE IEP
What do IEPs include? IEPs for students with special needs must include one or more of the following:
- the individualized goals for that student which are different from the prescribed curriculum outcomes for the course or subject ;
- a list of the support service required by the student, which might include a description of the time and setting for the special program, names and roles of individuals who will be involved, or the strategies and/or teaching methods to be used; and/or
- a list of the adaptations and strategies planned to help the student meet the outcomes established for him. These may be the prescribed curriculum outcomes or individualized outcomes modified to meet the student's special needs.
- information from teachers, parents, or related service providers concerning the student's academic, social and behavioural needs;
- a description of the student's current learning and information on strengths and needs from formal assessment results;
- appropriate intellectual, social, emotional and career/work goals for the student;
- target dates for progress toward those goals with a review date to look at the progress made by the student;
- short-term objectives which will provide direction and indicators of the student's progress toward those goals;
- a description of how the student's progress will be measured and how the student will be evaluated; and
- plans for transitions to the next setting.
The IEP should outline plans to help students with special needs move from one setting to another or from one grade to another. The following transitions can be challenging for students with special needs: from home to kindergarten, elementary to secondary levels, school to school, and school to adulthood. Through careful planning the IEP should support students and their families through these transitions.
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