INDIVIDUALIZED
INDIVIDUALIZED
EDUCATION
EDUCATION
PROGRAM
PROGRAM
Represented by: Espenida, Mia
Epalan, Fe Marie
WHAT IS AN IEP?
WHAT IS AN IEP?
IEP stands for Individualized Education Program
A legally binding document in public education
that outlines a customized learning plan,
specialized instruction, and support services for a
child with a disability or specific learning needs. It
ensures the student receives a free appropriate
public education (FAPE) tailored to their unique
academic, social, or functional goals.
Covered by the Federal Special Education Law
IDEA or the Individuals with Disabilities
Education Act of 1975.
WHO QUALIFIES FOR AN IEP
WHO QUALIFIES FOR AN IEP
Key Requirements for IEP Eligibility
To qualify, a child must meet two main criteria:
Presence of a Disability: The child must have a disability that falls
under one of the 13 categories defined by the Individuals with Disabilities
Education Act (IDEA), such as autism, specific learning disabilities (e.g.,
dyslexia), speech/language impairment, or ADHD/other health
impairments.
Need for Special Education: The disability must adversely affect the
child's educational performance, requiring specially designed instruction
that cannot be met through general education alone
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WHO QUALIFIES FOR AN IEP
WHO QUALIFIES FOR AN IEP
13 Qualifying Disability Categories
Under IDEA, the disability must fall into one of these categories:
[Link] spectrum disorder
[Link]-blindness
[Link]
[Link] disturbance (e.g., anxiety, depression, bipolar disorder)
[Link] impairment
[Link] disability
[Link] disabilities
[Link] impairment
[Link] health impairment (e.g., ADHD, epilepsy, diabetes)
[Link] learning disability (e.g., dyslexia, dyscalculia)
[Link] or language impairment
[Link] brain injury
[Link] impairment, including blindness
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WHO IS INVOLVED IN AN IEP?
WHO IS INVOLVED IN AN IEP?
Parents
Regular Ed Teacher
Special Ed Teacher
School District Representative
Expert
Student
Translator
KEY COMPONENTS OF AN IEP
KEY COMPONENTS OF AN IEP
Purpose: To define, create, and review the educational
plan to meet a child's specific needs
The IEP Process: Typically involves 7 steps: Pre-referral,
Referral, Identification, Eligibility,
Development, Implementation, and
Evaluation/Review.
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IEP PROCESS
IEP PROCESS
[Link]-Referral
a 6-stage, proactive, and collaborative approach
designed to support students with academic or
behavioral difficulties within the general education
classroom, aiming to prevent unnecessary special
education referrals.
IEP PROCESS
IEP PROCESS
[Link]
the formal, legally mandated first step under IDEA
to identify students with suspected disabilities
needing special education, initiated by a written
request from parents or school staff
IEP PROCESS
IEP PROCESS
[Link]
a, legal, and multi-step procedure under the
Individuals with Disabilities Education Act (IDEA)
designed to locate, evaluate, and determine if a
child requires special education services
IEP PROCESS
IEP PROCESS
[Link]
determines if a child has a disability under
IDEA and requires specialized instruction. It begins
with a referral, followed by a comprehensive
evaluation within 60 days of parental consent. The
team, including parents, reviews data to determine
eligibility based on 13 specific disability categories.
IEP PROCESS
IEP PROCESS
[Link] of the IEP
is a required, collaborative process under the
Individuals with Disabilities Education Act (IDEA) for
students with disabilities. [Link]. This plan
outlines the goals, accommodations, and services a
student needs.
IEP PROCESS
IEP PROCESS
[Link]
delivering the specialized instruction, services, and
accommodations detailed in a student's legally
mandated Individualized Education Program (IEP)
IEP PROCESS
IEP PROCESS
[Link] and Review
a legally mandated, cyclical system under the
Individuals with Disabilities Education Act (IDEA)
designed to ensure that students with disabilities
receive a Free Appropriate Public Education (FAPE).
WHAT IS FAPE?
WHAT IS FAPE?
FAPE stands for Free Appropriate Public Education
FAPE is the right for
students in special
education to receive
support and education in a
public school at no cost to
the family.
CONTENT OF AN IEP
CONTENT OF AN IEP
1. Present Levels of Performance
(PLOP/PLAAFP)
a critical, legally mandated component of an
Individualized Education Program (IEP) that
defines a student’s current academic, social, and
functional abilities. It serves as the foundation for
the IEP by outlining strengths, needs, and the
impact of the disability on curriculum access,
ensuring goals and services are tailored to the
student
KEY ASPECTS OF A PLOP:
KEY ASPECTS OF A PLOP:
Data-Driven: Based on recent evaluations, test
scores, teacher observations, and input from
parents/therapists.
Academic Achievement: Defines skills in areas like
reading, math, and writing.
Functional Performance: Covers non-academic
skills such as social, behavior, motor, and self-help
skills.
KEY ASPECTS OF A PLOP:
KEY ASPECTS OF A PLOP:
Impact Statement: Clearly describes how the
student's disability affects their involvement and
progress in the general education curriculum.
Strengths & Needs: Identifies what the child can do
and what they need to learn, guiding the
development of specific, measurable annual goals
WHAT ARE GOALS?
WHAT ARE GOALS?
SMART Goals are clear, measurable skill targets that a student is
expected to work toward during the school year.
Specific
By the end of the school year, given a grade-
Measurable level reading passage, the student will
Achievable correctly identify the main idea and two
supporting details in 4 out of 5 trials with at
Relevant least 80% accuracy and moderate support, as
measured by teacher-created assessments.
Time-bound
SERVICES
SERVICES
Services are legally mandated, personalized
supports designed to help eligible students
with disabilities thrive in school. These
include
specialized instruction, tailored therapies
(speech, occupational, physical), behavioral
interventions, assistive technology, and
transition planning for life after high school.
Services are delivered in the least restrictive
environment (regular or special classrooms)
SERVICES
SERVICES
Key Services in an IEP
Special Education Instruction: Tailored instruction,
including one-on-one or small-group support, to
meet specific learning needs.
Related Services (Support Services):
Therapies: Speech-language pathology, occupational therapy (fine motor), and physical
therapy (gross motor).
Counseling & Psychological Services: Behavioral interventions, social skills training, and
mental health counseling.
Medical/Health Services: School nurse services or school-provided medical services for
diagnostic purposes.
SERVICES
SERVICES
Key Services in an IEP
Transportation: Special transportation, such as
adapted buses, to and from school.
Orientation & Mobility: Training for students with visual
impairments.
WHAT ARE
WHAT ARE
ACCOMODATIONS?
ACCOMODATIONS?
Accommodations are changes to how a
student learns.
Examples
“The student is allowed to sit “The student receives extra
near the board or teacher time to complete tests or
during instruction.” assignments.”
WHAT ARE
WHAT ARE
MODIFICATIONS?
MODIFICATIONS?
Modifications are changes to what a
student learns and shows what they know.
Examples
“Reading passages are “The student’s assignments
presented at the student’s are shortened or broken
reading level.” down by step.”
Accommodations & Modifications: Changes to
how a student learns (e.g., extended time on tests,
preferential seating, audiobooks) or whatthey learn
(e.g., reduced assignments).
Assistive Technology: Devices or equipment, such
as specialized software, tablets, or communication
devices.
Transition Services: Planning for life after high
school, starting around age 14–16, focusing on
employment, education, and independent living.
Case Study:
Finn's Communication IEP
Finn, a 7½-year-old boy with cerebral palsy, struggled with non-verbal
communication in school until his IEP team collaborated with a university
speech-language pathologist expert in augmentative communication (AAC).
The team developed an IEP providing twice-weekly speech services using a
Dynavox device, plus occupational and physical therapy to build motor skills
for device use. After six months, Finn responded accurately to familiar
questions 80% of the time, demonstrating IEP success through
interdisciplinary expertise.
Katie's Learning Disability IEP
Katie, a 6-year-old kindergartener with specific learning disabilities in
literacy, math, and pre-writing, had an IEP crafted via team collaboration
including her special educator and classroom teacher. The plan detailed her
present performance levels and targeted skill-building goals, with progress
monitored through team notes shared with parents. This approach ensured
decisions aligned directly with her needs, highlighting collaborative IEP
development.
Conclusion
Special education plays a vital role in ensuring that all
learners, regardless of disability, are given equal
opportunities to succeed. Through the Individualized
Education Program (IEP), students receive personalized
goals, services, accommodations, and support tailored to
their unique strengths and needs. The collaborative
involvement of parents, teachers, specialists, and schools
ensures that decisions are student-centered and legally
grounded. Ultimately, effective implementation of the IEP
promotes inclusion, equity, and meaningful learning
experiences, empowering students with disabilities to reach
their full academic, social, and functional potential.
THANK
THANK
YOU!
YOU!