Education what is an iep

Policy The purpose of this policy is to outline the requirements of an Individual Education Plan IEP and to assist government schools identify when an IEP is required to support a student with their education. Summary IEPs are required for: students in statutory Out-of-home care OOHC Koorie students as required by Marrung — Victorian Aboriginal Education Plan — students supported under individualised disability funding programs including the Program for Students with Disabilities PSD and Disability Inclusion students in youth justice custody and community students in re-engagement programs under contract arrangements with another school or provider students undertaking Flexible Learning Options FLOs.

IEPs are also recommended for: students with additional needs students not achieving to their potential this may include high-ability students, where appropriate students at risk of disengagement students who are young carers where appropriate any other students determined by the school as needing an IEP.

Details IEPs assist students who require a range of supports with their education. A Student Support Group SSG is required for students supported under individualised disability funding programs including the PSD and Disability Inclusion and those in OOHC, and strongly encouraged for any students with additional learning needs should be used along with SSG minutes and documentation demonstrating student progress against agreed IEP goals as supporting information for students participating in a Disability Inclusion Profile communicates individual and shared responsibilities includes a record of important decisions, actions and student progress is supported and informed by other relevant plans such as a cultural plan or behaviour support plan is reviewed regularly in accordance with the timeline as agreed by all members of the SSG or at least once per term for students supported under individualised disability funding programs including the PSD and Disability Inclusion and those in OOHC acknowledges and celebrates the achievement of student progress.

For this reason, an understanding of what a student can and cannot do is essential to the individual education planning process. Each IEP is individual to the student for whom it is designed. As members of the IEP team, parents should be part of the individual planning process and sign the IEP for their child. These stages may occur in different sequences or may be worked on simultaneously, depending on the individual needs of the student. Stage 1: Gathering and Sharing Information:.

You are a source of valuable information in the initial stages of developing and setting the direction of the IEP for your child. You can provide information about your child in areas such as the following:. Choosing priorities helps the team focus on what is most important for your child to learn each school year. But all of those pieces — from testing results to goals for progress — add up to the best program of instruction and supports for your child.

And it should lay out exactly how the school plans to help your child improve and build skills. The entire IEP team will be there. You may also hear from professionals at school who were part of the evaluation process. Some might provide services or supports for your child. IEP meetings can be stressful for some parents.

Knowing what happens at IEP meetings can make it easier to navigate them. Learn how to navigate IEP meetings. But what does that involve? Share What is an IEP? Podcast Wunder community app. Main menu Our work Blog Surveys and research. Join our team Privacy policy Terms of use Fundraising disclosure Sitemap.

IEPs are part of PreK—12 public education. Dive deeper Who gets IEPs. IEPs are a part of public education. Myths about IEPs. IEPs vs. Next steps.