Individual Education Program

Running head: IEP
IEP
Name of the Student:
Name of the University:
Author Note:

IEP1
Individual Education Program
Individual Education Program (IEP) is basic component for children’s
educational programs with the disorders of learning as well the other disabilities. This
is composed of the individual parts which acts as road map and helps to establish
the condition of the child. It is written document which is developed for every child for
a special education. IEP is generated through team effort, reviewed once in a year at
least (Bray & Russell, 2016). IEP should focus on current skills and performance of
Andy in every area for concern. It must explain how disability affects Andy’s progress
in curriculum of general education. The statements of IEP would address life skills,
academics, behavioural and social skills and physical functioning of Andy. They
might include also others areas which could affect the ability of Andy to learn. Formal
assessments are used by IEP team to determine functioning of Andy and then
establish baseline for performance of Andy. Progress data and anecdotal information
might be used also by IEP team from Andy’s teachers for further describing Andy’s
skills (Rakap, 2015).
Information about goals of Andy should be contained in IEP that should be
updated once per year at least. Statements of the goals specify the expectations
from Andy which would learn in coming year, which includes academic skills as well
as functional skills of Andy. IEP should also have short-term goals for Andy who
takes part in the programs of functional skills. These would be used for measuring
the progress of Andy towards reaching his annual goals (Natividad, et. al., 2015).
IEP should contain explanation of progress of Andy towards his goals and his
objectives would be measured. This should describe also how this information would
be presented to Andy’s mother. This would give Andy’s mother clear idea about the
advancements of Andy would be evaluated. This serves also as reassurance that
progress report would be received for maintaining role in education. Description of
Andy’s special program for education should be included in IEP that is designed for
suiting Andy’s particular needs (Dattilo, 2015). It provides details with regards to
designed instruction as well as related services Andy would receive for helping him
with his goals.
Projected starting and ending date of services proposed by IEP team for Andy
should be included in IEP. It includes details about frequency of services as well as

IEP2
where these would be delivered. Intent is ensuring that everyone knows about the
time and location of individual program of Andy (Greenberg, et. al., 2015). Andy
should participate in the mainstream classrooms for ensuring that Andy is educated
in minimum restrictive environment which is appropriate. While preparing it, IEP
team should consider how Andy would participate in the education programs. Time
should be specified by IEP that is required by Andy for participating in such classes.
It would explain also rationale for the decision. Types of the testing accommodations
which would be used for Andy should be explained also in IEP. Measurable goals for
Andy should be included in IEP for Andy’s postsecondary program (Vinovskis, 2015).
This would include also description of service required for Andy for reaching his
goals. Transitional services and goals focus on the instruction and also support the
services required for helping Andy move from school environment into vocational
program designed for promoting independent living. Goals should prepare also Andy
for advocating himself in college.
Andy is concrete thinker and also struggles with the abstract thought. Though
there is not much academic support required by Andy, however he needs prompting
constantly in the class. Andy takes long time to do his schoolwork and is not able to
complete assigned tasks within given time. He becomes angry and frustrated easily
when fails to do something. He becomes agitated, cry, yell or throw things. He looks
for finding alternative ways for expressing his feelings and needs. He doesn’t often
act as per his age and requires support for improving socialisation skills. Though
recently, considerable improvement was seen in the area, still he has trouble while
interacting with the peers when he is in group, in cases where the tasks provided are
not spelt out clearly. Interest is not shown by him in the peers and prefers in
speaking with his teacher or LSE (Daskalopoulou, et. al., 2015). Though he is way
too dependent upon his LSE. Andy depends on LSE too much for his social,
academic and emotional needs. Andy required reassurance constantly from his LSE
and also becomes stresses when his LSE is not available. Goal of this IEP meeting
would be for reducing amount of support hours of LSE for Andy. Previous year,
Andy’s mother had argument with INCO in IEP meeting as she proposed that Andy
should be transferred to another school which is closer to new workplace of her.
However, the proposal was refused by INCO, stating that Andy would face problems
in shifting as he is really settled in this school. This caused heated argument