When a student is identified as having “exceptional needs”, an intervention plan, commonly known as an individualized education plan (IEP) is usually developed and maintained for as long as the student requires it. The IEP is established for students who require accommodations, program modifications or different educational programs. It is a fluid written document that identifies the student’s strengths, weaknesses and needs.
More precisely, the IEP identifies the student’s present level of academic achievement and functional performance in all areas of concern. It sets reasonable learning goals as well as annual goals and specifies the type of service the student will require and receive. The objectives decided upon must be measurable as this will allow the school team to evaluate the student’s progress. It can address academic, behavioral, emotional and/or social needs.
The IEP plan typically involves input from the student’s school team (includes teachers, teaching aids, in school professionals and/or professionals from the private sector), parents/guardians, and the student if he or she is old enough to participate. The team reviews any assessment information available regarding the student as well as any other observations/concerns provided by the IEP team.
Once the IEP is established and agreed upon, the participants sign off on it. All participants receive a copy of the signed IEP . A review date/period is also planned, as this will ensure that a review will take place. The goal of the review is to determine the extent of the student’s progress and to make any necessary adjustments to the IEP.
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