University Name: Early Childhood Studies IEP Planning Analysis Report

This report provides an analysis of IEP (Individualized Education Program) forms, focusing on the comparison and contrast of three specific forms: the Federal IEP form, the CT (Connecticut) IEP form, and the Connecticut State Department of Education IEP form. The report emphasizes the importance of IEPs in meeting the unmet needs of children with disabilities, highlighting the necessity of measurable and specific goals. It details the components of each form, including the statements of current academic and functional performance, the impact of the child's disability on the general education curriculum, the provision of special education services, and the methods for assessing the child's progress. The report acknowledges the differences in the forms, noting the Federal form's brevity and the CT form's comprehensive nature, which includes sections for referral and eligibility determination. The analysis also references the IDEA 200 regulation, which mandates equity, accountability, and excellence in the education for the children with disabilities. The report concludes by emphasizing the ease of use of the IEP forms for educators and parents and the holistic, strength-based approach of the Connecticut IEP form.

Running head: EARLY CHILDHOOD STUDIES
EARLY CHILDHOOD STUDIES
Name of the Student:
Name of the University:
Author Note:

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IEP planning analysis
The importance of the IEP cannot be understated as it ensures that the unmet needs of the
special child are met. The goals normally discussed in an IEP are the measurable and specific.
The goals that are too vast or broad cannot be easily tracked. Hence an IEP is necessary
(Connecticut Parent Advocacy Center, 2009).
This paper would compare and contrast three IEP forms- Federal IEP form, CT IEP form
and the Connecticut IEP form.
The federal government IEP form contains a statement of the child’s current status of the
academic achievements and the functional performances in many of the areas of early childhood
curriculum. In addition to the goals mentioned in the educational goals section are measurable.
There is a section in the IEP form where a statement has to be added of how the disability of the
child affected the involvement and the progress of the child in the general education curriculum.
There are yardsticks or short term instructional objectives that are extracted from the annual
goals.
A section has to be made where a statement of the special education and the related service and
the other supplementary services and the aids has to be provide such that the child might advance
towards the annual goals, be involve in the scholastic and the non- scholastic activities.
There is also an explanation of the fact, in case a child does not take part in the general
education program. A statement is thee that would describe how the progress of a child has to be
assessed and the limit to which the program is enough for facilitating the child to achieve the

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annual goals by the end of the year. It has been rightfully mentioned that the form also contained
sections where an explanation has to be give how the parents will be informed regularly. The
federal IEP form is short, yet can accommodate the necessary information.
On the other hand the CT IEP form contains ample information about the children, as it is
the duty of the state to identify, locate and to evaluate all the children with the disabilities in the
state who are in need of the special education. A child should be identified by the “child find”
and the parents should be asked if the “child find system” can evaluate the child.
The form contains a section for the referral, where a school professional might ask that a child
has to be evaluated in order to confirm if the child is having any kind of disability.
The IEP form extracted from the Connecticut, State Department of education, on the
other hand gives a detailed account of how an IEP has to be developed with the contents that has
to be added in each of the first (Connecticut state department of education, 2018). For example ,
the first page of this form should contain general information about the demography of the child
and the parents , the aims and the objectives of the planning and the placement team meeting,
the list of the PPT team present, the determination of the eligibility and the amendment (if
required). The Connecticut IEP form also contained section for the most recent evaluation date
and the next evaluation date of the child. Under the primary disability section, codes has been
used against each of the disability. There are also sections where one can mention about the other
health impairment (if any) (Connecticut state department of education, 2018). Furthermore, there
are also areas for mentioning the subcategories of the disabilities that a child may contain. This
IEP form also guides towards the fact that it is necessary to mention about the transition planning
and the related goals of the child to be included in the IEP (A Guide to the Individualized

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Education Program, Office of Special Education and Rehabilitative Services U.S. Department of
Education). Sections are there to include information about the interests and the preferences of
the child in need.
All the forms comply, with the IDEA 200 regulation, which mandates equity,
accountability and excellence in the education for the children with disabilities. All the forms
significantly contains enough spaces and care should be taken to describe how the disability of
the student impacts the involvement of the curriculum. This IEP form is again easy to use by the
educators and the parents.
The IEP manual for the IEP contained a detailed information about what has to be
included in an IEP form unlike the federal form that contain very less information regarding
individualized education program (Hedeen, Peter, Moses & Engiles, 2013).
The Connecticut IEP form is holistic and strength based, as it gives a clear understanding
of the entire child, including the areas of strength.

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References
A Guide to the Individualized Education Program, Office of Special Education and
Rehabilitative Services U.S. Department of Education. A Guide to the Individualized
Education Program. Access date: 18.3.2019. Retrieved from :
https://ed.gov/parents/needs/speced/iepguide/index.html
Connecticut Parent Advocacy Center, (2009). Individualized Education Program(IEP).Access
date: 18.3.2019. Retrieved from : http://cpacinc.org/wp-content/uploads/2009/11/The-
Individualized-Education-Program.pdf
Connecticut state department of education, (2018).IEP MANUAL AND FORMS.Access date:
18.3.2019. Retrieved from :https://portal.ct.gov/-/media/SDE/Special-Education/IEP-
Manual-REVISED-July-2018.pdf?la=en
Hedeen, T., Peter, M., Moses, P., & Engiles, A. (2013). Individualized Education Program
(IEP)/Individualized Family Service Plan (IFSP) Facilitation: Practical Insights and
Programmatic Considerations. Center for Appropriate Dispute Resolution in Special
Education (CADRE).
Hirsh, Å. (2013). The individual development plan as tool and practice in Swedish compulsory
school (Doctoral dissertation, School of Education and Communication).