Inclusive IEP Practices: What Every Educator Should Know

A one-size-fits-all approach in education doesn’t work. Students have varying needs and aptitudes. Education needs to adapt to deliver the same outcomes for all. Language barriers and disabilities are two reasons why customized support is required. An individualized education program is a solution that addresses any kind of special need.

Understanding the principles behind these programs and how to develop them is crucial for every educator. Not only does that ensure legal compliance, but it’s a vital stepping stone toward inclusive classrooms. Keep reading to explore the development process and best practices for discussing and executing individualized education programs. 

What Is an Individualized Education Program (IEP)

For anyone wondering what is IEPs in schools, it’s best to look at the straightforward definition of an Individualized Education Program (IEP). Exploring what it means and where it comes from helps explain why they’re necessary and what they do.

Every child in a public school who receives special education or a related service needs to have an IEP. As the name indicates, each plan is individual to that student. The program focuses on the student’s education and ways to improve quality and results. Key benefits include structure, ensuring a standard of quality, individual care, and planning for success.

This collaborative process includes teachers, parents, the student, and other school staff. It acts as a living document. It’s also a guide for how support and services are provided and the roles of everyone involved. For even more depth, here’s some more information about available services and IEP examples.

IEPs and what is required are set out in special education law. They’re specifically mentioned in Part B, Section 1414 of the Individuals with Disabilities Education Act (IDEA). The Act sets out what IEPs are, what they should include, requirements for the program, the team, transfers, and more.

Legal Requirements for IEPs in the U.S.

The IDEA sets out eligibility and the services required for students in education, as well as early intervention support for infants and toddlers. Besides IEPs, within the IDEA, there are several terms that set out legal requirements for special education services. 

The IDEA exists to ensure a Free Appropriate Public Education (FAPE) is provided to students with disabilities. That means that the appropriate aids, modifications, and other related services need to be in place for students with disabilities and their parents or guardians, free of charge.

Another important term within the IDEA is LRE, which stands for the least restrictive environment. This sets out that children with disabilities shouldn’t be removed from regular care and educational environments for special classes and separate schooling unless education can’t be satisfactorily achieved with support and aids. 

School districts also need to comply with state and local laws.

Required Components of a Compliant IEP

The IDEA sets out what an Individualized Education Program (IEP) should include.

• A statement of the current levels of academic achievement and functional performance. This should also cover how the disability affects the student’s involvement and progress.
  
  
• A statement of academic and functional goals for the year that are measurable.
  
  
• A description of how progress will be measured, including periodic reporting dates.
  
  
• A statement covering the supplementary aids, special education, and related services that will be provided to the student, as well as modifications and support for school personnel.
  
  
• If necessary, an explanation of why the student won’t participate in any regular classes or activities.
  
  
• A statement outlining the appropriate accommodations for State and districtwide assessments to measure academic achievement and functional performance, and any alternative assessments or reasons why assessments can’t be completed.
  
  
• The projected date for the beginning of any services described. Plus, the frequency of use, duration of services, and location.
  
  
• Before a child is 16, a statement setting measurable postsecondary goals based on transition assessment, including information on training, employment, education, and independent living skills. It should identify any transition services needed.
  
  
• One year before reaching the age of majority, a statement that the student has been informed of their rights identified as set out in the IDEA.

Risk of Non-Compliance

When education settings fail to meet the legal requirements for IEPs in schools, there are a range of consequences. The most crucial, though less tangible one, is that non-compliance risks the denial of a free and appropriate education for students. It means education settings won’t be delivering on their most fundamental objective.

Non-compliance can lead to the loss of federal funding. Another consequence for school districts can include legal action from parents or advocacy groups, which leads to legal fees and financial penalties. 

Step-by-Step: The IEP Development Process

When creating an Individualized Education Program (IEP), these five steps are key to an inclusive process that results in a compliant IEP.

1. Determining Eligibility 

The IEP development process begins with determining eligibility. An IEP is required for students who need specially designed instruction (SDI) because they have a disability as defined by IDEA that has an adverse impact on their educational performance. There are 13 specific categories of disability.  

An eligibility determination meeting will take place following an evaluation. The results are discussed in a meeting with parents, teachers, special education teachers, a school administrator, and the professional who was part of the evaluation. Students 14 years old or older also attend the meeting.

2. Assessment and Evaluation

The process involves an initial evaluation as well as ongoing assessments and reevaluations. These are used to determine a starting point and measure progress. Assessments can include:

• An interview with parents to get information about family history and a child’s development.
  
  
• A psychoeducational test to see what they know and how they learn.
  
  
• Observation of a student in the classroom.
  
  
• A physical examination.
  
  
• Specific assessments, depending on the need, such as sign language fluency, physical therapy, speech and language, functional behavior, teacher assessments, and school records.
  
  
• Parents can also pay for independent assessments.
  
  
• Bilingual assessments are required if the home language isn’t English.
  
  

3. Measurable Goals and Objectives

Once the present levels of performance are set out, the IEP can move on and set measurable annual goals and short-term objectives. These can be academic, social, physical, and behavioral. The statement should be trackable and something that can reasonably be met within a specific timeframe.

Some examples of measurable goals are:

• Lucy will achieve a reading score at the 4th grade level or above as measured by the QRI (Qualitative Reading Inventory).
  
  
• Given a visual planner, Jacob will transition to the next activity with no more than two verbal prompts on eight out of 10 consecutive school days.
  
  
• By the end of the year, Selina will create fewer than three disruptions per day for five consecutive days, as observed by the education assistant.
  
  

4. Accommodations, Modifications, and Services

For these educational plans for students with disabilities to succeed, they need to have a practical plan. That includes recommendations for the special education programs, services, and modifications required. These need to be clearly defined. Especially as parents and guardians need to provide written permission to start services.

These can include:

• Adaptations in the way information is presented.
• Accommodations relating to timing or scheduling.
• Having students restate information after receiving it.
• Adaptive tools.
• Provision of notes.
• Additional visual prompts.
• Graphic organizers.
• Hands-on activities.
• Use of alternative materials.
• Breaks between tasks.
  
  

5. Timelines and Assigning Responsibilities

The final step in making an IEP effective is to create a timeline. It identifies when goals should be met. It should also state the timings for progress reports, assessments, and reevaluations. The IEP team also needs to assign and understand their responsibilities. That includes responsibilities for providing accommodations and measuring progress towards goals.

IEP Meetings: Best Practices

As you can see from the development process, IEP meetings are essential. These best practices for IEP meetings will facilitate a cohesive team that’s able to collaborate and achieve the best outcomes.

Preparing For and Facilitating Meetings

The pivotal point of an Individualized Education Program (IEP) is the meeting. It’s best to prepare for it by reviewing records, including grades, assessments, and evaluation results. 

Use this information to highlight the key topics for attention. Someone should take on the role of facilitating the meeting. That involves ensuring the right people are invited and given the appropriate information in advance. It also means making sure that everyone has enough time to share their thoughts and input.

Including Parent and Student Voices

An IEP isn’t something that should be imposed on a student and their parents. It’s essential to use inclusive education strategies from the beginning. That means providing the opportunity for them to voice their concerns, thoughts, and recommendations. It can also mean providing ASL or other language interpreters and translated materials for Deaf, hard-of-hearing, or LEP students and parents.

Handling Disagreement or Conflict

Within the team, you could encounter diverse perspectives. That can lead to disagreement and conflict. Ensuring that everyone can be heard in a respectful and empathetic way is crucial. 

It’s important to accept that you might not agree on everything. However, keeping the best interests of the student at the heart of the IEP is paramount. The route might differ, but the results matter, so compromise is part of the process.

Inclusive Education and Multilingual Learners

As mentioned above, sometimes extra support is needed to ensure a collaborative process. Just as schools benefit from multicultural classrooms, the IEP process benefits from different perspectives. To facilitate that, there needs to be support for multilingual learners throughout the process of developing and implementing an IEP.

School districts can call on various solutions for education settings. One of the most comprehensive ways is to work with a language access service. They provide ASL interpreters, translations, and other interpreter services to ensure effective communication. 

Tools, Templates, and Checklists

Starting an Individualized Education Program (IEP) from scratch doesn’t need to be a daunting task. These tools will help you on your way.

• You can use this NYCED IEP template as a starting point.
  
  
• The National Education Association has useful tools and tips around referral and evaluation.
  
  
• Use this checklist from the Council for Exceptional Children to ensure goals meet IDEA regulations.

Common Pitfalls and How to Avoid Them

These are some of the most common pitfalls when developing and implementing IEPs.

1. Failure to include parents. - The IEP team includes parents, and it needs to be working together to achieve the best outcomes. Make sure you provide the evaluation results to them before a meeting. Ensure they can communicate and be heard at the meeting. That includes providing translations and interpreters as necessary.
   
   
2. Vague goals - Use specific, measurable, achievable, relevant, and time-bound goals.
   
   
3. Insufficient accommodations. - The services have to meet the student’s needs. Make sure all issues are identified and the appropriate resources are in place at all times.
   
   
4. Limited progress monitoring. - Progress and the IEP need to be reviewed at regular intervals. That way, adjustments can be made to match the student’s current situation or to rectify issues.

Failure in any of these areas has legal ramifications as well as practical consequences, as they result in non-compliance.

Key Takeaways for Educators

An Individualized Education Program (IEP) isn’t just a route to FAPE in an LRE. It’s a legal document that shows you’re compliant. Developing one is a collaborative process that requires multiple professionals and parents. 

Following the five-step process here, using best practices and avoiding common pitfalls, is the best way to success. Ensure proactive compliance by contacting Language Network for support today.