Individualized Educational Programs "Tell Me and I'll

Individualized Educational Programs "Tell me and I'll forget; show me and I may remember; involve me and I'll understand" Chinese Proverbs, NDI The purpose of special education is to provide students with disabilities the opportunity to experience the regular school environment as much as possible while providing services to assist them in overcoming their disabilities so that they are able to enjoy a quality education and eventually lead competitive and productive lives as adults.

This paper examines the development of Individualized Educational Programs (IEPs) under the current provisions of the Individuals with Disabilities Act (IDEA). The IEP Development Process The Individuals with Disabilities Education Act (IDEA) provides that an Individualized Education Program (IEP) is created for any student who is found to be eligible under the state's eligibility/disability standards.

The IEP is created by a team of specialists (including, but not limited to, special education teachers, general education teacher, school psychologists, and parents) that collaborate to set goals for the individual child (Individuals with Disabilities Education Act, 2010). The process of writing an IEP for a student with learning disabilities begins by assessing the student's present level of performance (PLOP). The IEP team must consider two general areas of development when developing a present levels statement, academic achievement and functional performance.

The information gathered during this process is then used to set performance goals in these areas. Though neither of these terms is discussed in the Individuals with Disabilities Act, they are addressed by the Department of Education (NICHCY, 2010). Academic achievement references a student's performance in the core curriculum, reading, language arts, math, science and history. This is a critical evaluation of where the student stands in accordance with his peers and how the student's disability affects his or her involvement and progress in the general education curriculum.

Functional performance references a student's skills in activities that are not considered academic or related to a child's academic achievement but are essential for the completion of the routine activities of everyday living. These range from such activities and skills as dressing, eating, going to the bathroom, to social skills -- such as making and sustaining friendships, behavior skills -- such as knowing how to behave across a range of settings, and mobility skills -- such as walking, getting around and going up and down stairs.

It is the responsibility of the IEP Team to discuss the impact of the child's disability on his or her ability to learn and do the kinds of things that typical, nondisabled children learn and do. This is the information that is then included in the IEP as the present levels statement. Once a student's present level of performance has been ascertained the next step for the IEP team is to set performance goals. SMART is an acronym for Specific, Measurable, Attainable, Realistic, and Timely.

SMART goals are specific; they delineate who is involved, what is the desired outcome, where the interventions will occur, the requirements and constraints, and the purpose or benefits of accomplishing the goal. They are also measurable; this means there is concrete criteria for measuring progress toward the achievement of the goal. They need to be attainable, the attitudes, abilities, skills, and financial resources must be in place. They need to be realistic, the goal must be one that all involved parties are willing and able to work toward.

Finally the goal must be timely, that is set within a time frame so as to enhance a sense of urgency (Donohue, NDI). Furthermore, it is essential that these goals and objectives are aligned with state standards. A well written IEP creates an opportunity for students with disabilities to experience the regular.