Special Education

Individual Education Planning for Students with Special Needs

WRITING THE IEP

The IEP guides the implementation of adaptations or modifications to the instructional program. It must be written in such a way that it can be understood by all current and future team members.

The IEP should describe:

  • what the student now knows and can do
  • what and how the student should learn next
  • instruction plans:

        Who will provide         instruction?

        Where it will take         place?

        For how long?

  • what the student will do to demonstrate learning

The IEP should contain:

  • essential information about the student including relevant medical, social and education background
  • information about the student's current learning strengths and needs
  • degree of participation in the regular program
  • the areas in which a student may need program adaptation and / or modification
  • goals appropriate to the student in one or more of the following areas: intellectual, social / emotional and career / work experience
  • required classroom accommodations (changes to expectations, instructional and assessment strategies, material and resources, facilities or equipment)
  • the names of personnel responsible for the implementation
  • information on where part or all of the educational program will be provided, and plans for implementation and review
  • plans for the next transition in the student's education (including transitions beyond school completion) and linkages to the Student Learning Plan (SLP) in late intermediate and graduation years
  • adaptations for evaluating student progress
  • the date for the annual (or if necessary, more frequent) review.

To write the IEP, the following steps are suggested:

  • Identify priorities for the student
  • Determine long-term goals from the priorities
  • Break the goals down into short-term objectives
  • Determine what strategies will be used and what resources will be required to assist the student to reach the objectives
  • Establish ways of assessing student progress and dates for review

For most students with special needs, priorities are quite evident and setting goals and objectives is not difficult. More information on how to establish and implement goals and objectives is included in the appendix to this document (page 16).