By: Dr. Kawthar Hameed Abdullah
Ed.D Educational Psychology & Special Education
Individualized educational planning provides a formal procedure for educators, parents, and other service related professionals to plan and make decisions together regarding the education and development of a student. It also supplies the tool for identifying, monitoring, and reviewing the special educational needs of the student.
The central purpose of the individualized educational plan is to help students develop and advance in their abilities and knowledge; beyond their present level in the area of cognitive, life and behavioral skills. The information in the individual education plan will address areas most relevant to the needs of the student.
For some students, it will focus largely on academic goals and objectives. However, for some, the individual plan may concentrate on life skills, such as daily living and/or social skills, especially for those that have severe needs. For other students the individual education plan may need to highlight goals and objectives addressing challenging and difficult behaviors.
Decisions need to be made in order for an IEP to achieve its purpose in helping the student. Some of these decisions would be adaptation or modification of materials, substituting of the regular class curriculum and syllabus, testing and assessment procedures and teaching strategies. Having a clear image of the student’s strengths, interests and needs is an important aspect of the planning process of their IEP.
Individualized Educational Planning
Decisions must be based upon a clear understanding of the student’s current level of achievement so that strengths can be encouraged, interests developed, and the needs prioritized and addressed in the IEP.
Essential to this official planning process is the necessity of documenting any decisions concerning additional or replaced resources, curriculum, methods or technology which may be essential to help the student meet the goals and objectives of the individualized education plan. It is also important to keep a written record of the student’s assessed level of achievement as it provides point of reference for future IEP goals and objectives
Key Points of the IEP
Individualized educational planning is a process by which educators, support personnel and parents collaborate to ensure that students’ needs are addressed in a systematic manner.
The individualized educational planning process provides a mechanism to ensure that an IEP is developed and implemented through a structured format that clearly outlines the steps to be followed.
The individualized educational planning process provides a framework for decision-making that is informed by a clear understanding of the student’s present level of performance.
Individualized educational planning is initiated for students whose programs vary significantly from the prescribed curriculum and/or who have special educational, medical, behavioral, and/or physical needs.
The individualized educational planning process relies on information collected from a range of informal and formal assessments.
The individualized educational planning process is strengthened by the authentic and continued involvement of parents at all stages of planning, development and implementation
IEP Guidelines:
Individualized educational planning is a process by which educators, support personnel and parents work together to ensure that students’ needs are addressed in a systematic manner.
The individualized educational planning process provides a mechanism to ensure that an IEP is developed and implemented through a structured format that clearly outlines the steps to be followed.
The individualized educational planning process provides a framework for decision-making that is informed by a clear understanding of the student’s current level of achievement
Individualized educational planning is started for students whose programs vary significantly from the prescribed curriculum or who may have special educational, medical, behavioral, or physical needs.
The individualized educational planning process depends on information collected from a range of informal and formal assessments.
The individualized educational planning process is strengthened by the reliable and continued involvement and support of parents at all stages of planning, development and implementation.
The individualized education planning process requires the formation of an individual education planning team working together, for the good of the student to plan and implement the IEP.
Individualized Educational Planning: The individual education planning team core members include a school administrator, special education teacher, psychologist, therapist (as required) classroom or subject teachers, parents, and student as appropriate.
Individual education planning team members should be chosen based on their ability to provide essential information and required support for the student’s individualized program.
The individual education planning team is responsible for formally designating an educator to serve as coordinator for the development and implementation of the individualized education plan.
The individual educational planning team has the responsibility to identify and prioritize goals and objectives based on the student’s assessed strengths, needs, and interests.
Individual education plan goals and objectives developed during the individualized educational planning process must be clearly stated, student specific, observable and measurable.
The individual education plan must include a clear statement on how a wide variety of methods will be used to assess and evaluate the student’s progress on the goals and objectives.
The individual education planning process must allow for updating as required to meet the student’s changing needs and must include, as a minimum, an annual formal review date (Every term is the recommended time) . The individualized education plan needs to reflect decisions regarding transition planning across all grades and levels of schooling.
The individualized education plan, for students who are in nine grade (1st Secondary) , must include long term goals and objectives, based on current assessments, that reveal the knowledge and skills the student will need at the end of their three years of high school (secondary school), to transition from school to the community.
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