The IEP must be designed to provide the child with a
Free Appropriate Public Education (FAPE). The term IEP refers to both the educational program provided to a child with a disability and to the written document that describes that educational program. The IDEA requires that an IEP be written according to the needs of each student who is eligible under the IDEA; an IEP must also meet state regulations. The following must be included: • The student's present levels of academic achievement and functional performance (PLAAFP) are an essential component of the IEP. • Measurable annual goals, including academic and functional goals • How the student's progress toward meeting annual goals is to be measured and reported to the parents • Special-education and related services, as well as supplementary aids, are to be provided to the student • Schedule of services to be provided, including when the services are to begin and the frequency, duration, and location for the provision of services • Program
accommodations or supports provided to school personnel on behalf of the student • Least Restrictive Environment (LRE) data, which includes calculations of the amount of time to be spent each day by the student in general-education settings compared to special-education settings. LRE requires that students with disabilities be educated with their non-disabled peers as much as possible and that schools must provide justification for any placement outside the general education classroom. • Explanation of any time the student will not participate along with non-disabled children • Accommodations to be provided during state and district assessments that are necessary to measuring the student's academic and functional performance An IEP must also include other pertinent information found necessary by the team, such as a health plan or a behavior plan for some students.
Accommodation Some of a student's educational needs may be met using class accommodations. Accommodations are typically provided by general educators within the general education environment. Accommodations do not involve modifying the material's content but rather allow students to receive information or to demonstrate what they have learned in ways that work around their impairment, thereby minimizing the likelihood of a significant disability. Furthermore, an accommodation enables a student to complete the same assignment as their peers, but with adjustments in areas such as timing, format, setting, schedule, response method, or presentation. For example, a child may complete fewer/different parts of a homework assignment or an assessment than other students. They may also write shorter papers or be given different projects and assignments in replacement of the original task. Accommodations may also include provisions such as preferential seating, providing photocopies of teacher notes, giving oral rather than written quizzes, extended time for tests and assignments, use of a word processor or laptop, taking tests in a quiet room, prompts and reminders for focus breaks for sensory needs, and assistance with specific subject areas.
Modifications Modifications in the curriculum can occur if a student needs to learn material that the class has moved on from, like working on exponents while the class is moving on to applying them in the order of operations. In other words, a modification changes the lesson or what the student needs to learn. Modifications involve adjusting the curriculum. They also may occur in grading rubrics, where a student with an IEP may be assessed on different standards than other students. Modifications can be made to the program's content, such as lowering criteria for academic success, decreasing alternative state assessments, such as off-grade level assessments, or allowing the student to receive a "focused grade"a grade that is recognized in a high school diploma, but is noted as "focused".
Specially designed instruction Specially designed instruction affects the instructional content, method of instructional delivery, and the performance methods and criteria that are necessary to help the student make meaningful educational progress. This instruction is designed by or with an appropriately credentialed special education teacher or related service provider. Students may have better success with small-group instruction as presented in a resource room (mandated by the program and placement outlined in the IEP), particularly with language-based instruction. For some students, teachers may need to present information through the use of manipulatives. For other students, teachers may need to select and teach only important key concepts and then alter evaluation activities and criteria to match this content change. The IEP team determines whether a specific type of instruction is included in a student's IEP. Generally, if the methodology is an essential part of what is required to meet the individualized needs of the student, the methodology is included. For instance, if a student has a learning disability and has not learned to read using traditional methods, then another method is used. When including such an IEP recommendation, the team describes the components of the appropriate type of methodology, as opposed to naming a specific program.
Supplementary aids and services Supplementary aids and services are determined by the IEP team and are based on the unique needs of the student/child. Some may include: • Assistive technology • Specialized Equipment • Environmental accommodations like, designated seating • Social Skills and Interaction support, for example, social stories, cooperative learning groups • Staff support like a teacher's aide in a classroom that provides additional support for one or more specific students.
Related services If the child needs additional services to access or benefit from special education, schools are required to provide the related services, which include speech therapy, occupational or physical therapy, interpreters, medical services (for example, a nurse to perform procedures the child needs during the day, for example, catheterization), orientation and mobility services, parent counseling and training to help parents support the implementation of their child's IEP, psychological or counseling services, recreation services, rehabilitation, social work services, and transportation. If necessary, a student is provided with specialized transportation. This can be the case if the student has a severe disability and requires a wheelchair or is identified as having an emotional problem. == Eligibility ==