Individualized Education Programs: IEP Development Under IDEA
This paper examines the development of Individualized Educational Programs (IEPs) under the Individuals with Disabilities Education Act (IDEA). It outlines the IEP development process, beginning with assessing a student's present level of performance (PLOP) across both academic achievement and functional performance domains. The paper explains how multidisciplinary IEP teams use this assessment data to establish SMART goals — Specific, Measurable, Attainable, Realistic, and Timely — that are aligned with state standards. The discussion emphasizes the role of collaboration among special education teachers, general education teachers, school psychologists, and parents in creating programs that allow students with disabilities to participate meaningfully in the regular school environment.
- Introduction: Purpose of special education and IEPs under IDEA
- The IEP Development Process: How IDEA mandates IEP team creation and PLOP assessment
- Academic Achievement and Functional Performance: Two domains assessed in the present levels statement
- Setting SMART Goals: Using SMART framework to establish measurable IEP goals
- Conclusion: IEPs enabling quality education and productive adult lives
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What makes this paper effective
- The paper opens with a well-chosen Chinese proverb that frames the philosophy behind active, individualized learning, giving the discussion immediate conceptual grounding.
- Technical terminology (PLOP, SMART goals) is defined clearly and accessibly, making the paper useful for readers new to special education policy.
- The distinction between academic achievement and functional performance is cleanly drawn, helping readers understand the full scope of the IEP assessment process.
Key academic technique demonstrated
The paper demonstrates effective use of a structured acronym (SMART) as an organizing framework. Each component of the acronym is unpacked in sequence, giving the analysis clarity and logical progression. This technique is useful in policy and education writing where practical frameworks must be explained to non-specialist audiences.
Structure breakdown
The paper opens with a purpose statement and legislative context, then moves into the IEP development process. It distinguishes between the two domains of student assessment, then explains goal-setting methodology through the SMART framework. It closes with a summary reinforcing the value of well-crafted IEPs. The structure follows a logical policy-analysis arc: law → assessment → goal-setting → outcome.
Introduction
"Tell me and I'll forget; show me and I may remember; involve me and I'll understand." — Chinese Proverb
The purpose of special education is to provide students with disabilities the opportunity to experience the regular school environment as much as possible, while offering services that help them overcome their disabilities so they can 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 Education Act (IDEA).
The IEP Development Process
The Individuals with Disabilities Education Act (IDEA) provides that an Individualized Education Program (IEP) must be created for any student found eligible under the state's disability standards. The IEP is created by a team of specialists — including, but not limited to, special education teachers, general education teachers, school psychologists, and parents — who 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 crafting 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 term is defined explicitly in IDEA, both are addressed by the Department of Education (NICHCY, 2010).
Academic Achievement and Functional Performance
Academic achievement refers to a student's performance in the core curriculum — reading, language arts, math, science, and history. It is a critical evaluation of where the student stands relative to peers and how the student's disability affects his or her involvement and progress in the general education curriculum.
Functional performance refers to a student's skills in activities that are not strictly academic but are essential for completing the routine tasks of everyday living. These range from basic activities such as dressing, eating, and using the bathroom, to social skills such as making and sustaining friendships, behavioral skills such as knowing how to conduct oneself across a range of settings, and mobility skills such as walking, navigating the environment, 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 to do the kinds of things that typical, nondisabled children learn and do. This discussion forms the basis for the present levels statement included in the IEP.
Conclusion
A well-written IEP creates an opportunity for students with disabilities to experience the regular school environment as much as possible, while providing the services needed to help them overcome their disabilities, enjoy a quality education, and eventually lead competitive and productive lives as adults. It is essential that the special education teacher bring a positive and realistic approach to the IEP process in order to ensure the best possible outcome for each student.
References
Donohue, G. (NDI). Creating S.M.A.R.T. goals. Top Achievement. Retrieved June 9, 2011, from http://www.topachievement.com/smart.html
Chinese Proverbs (NDI). Thinkexist.com. Retrieved June 9, 2011, from http://thinkexist.com/quotation/tell_me_and_i-ll_forget-show_me_and_i_may/10546.html
Individuals with Disabilities Education Act. (2010). K-12 Academics. Retrieved June 9, 2011, from
National Dissemination Center for Children with Disabilities (NICHCY). (2010, September). Present levels. National Dissemination Center for Children with Disabilities. Retrieved June 9, 2011, from
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