The Explained IEP Teaching Practice for 21st Century Special Needs Education

15th February 2020

Case Study #1
Parents of 6 years old special needs child needs a better education for their child but their
parents and school could not agree on the IEP programs.

Case Study #2
Parents of 7 years old special needs child becomes worried when they see that their daughter is
constantly left out of general classroom activities. As a result, this built an environment of
isolation and loneliness.

Case Study #3
Parents of 8 years old child wants their child to have the collective and practical language
shortages addressed so that their child could communicate easily with others and reduce the
insistent behaviours of anxiety.

In 1st case, IEP-teaching approach can construct some precise and calculable objectives and
provide a suggested sensory plan for the child so that he could stay more focused.

In 2nd case, IEP-teaching approach can execute a daily comprehensive agenda for teachers to
ensure the child is being incorporated in all the features of the general classroom setting with the

In 3rd case, IEP-teaching approach can create an area of Speech and Language after a proper
conversation with the school to come to an agreement that targets goals and objectives.

To Determine a Special Child's most Important Learning needs, consider the following

  •  Does the child need the skill at the moment?
  •  How long will it take to learn the skill?
  •  Will the skill be used for other learning purposes?
  •  Will the skill help the child becoming more independent?
  •  Is the plan suitable for your child's age and class?
  •  How helpful will the skill be for the child in other surroundings?

Here the skill determines that particular skill which is needed for the special child in learning.

Now, what is an IEP?
The IEP or Individualized Education Program outlines the special education knowledge for all
the entitled students with a special ability. According to the Individuals with Disabilities
Education Act (IDEA), all children who receive special education services must have an
individualized education plan. The IEP can give a deeper understanding of a child's strengths
and challenges at the same time. In special cases, the IEP must be customized to the individual
student's needs, identified by the IEP assessment process to help teachers.

The program explains how the student learns, how the student demonstrates his or her best
learning. If a student qualifies for special education then the IEP is mandated to be maintained
regularly up to the point of high school graduation. Basically, IEP is designed to make sure that
the special students get an appropriate situation in special education classrooms or special
schools. It is also meant to provide the student with a prospect to participate in regular school-
culture and academics as much as is possible. Each public school child who accepts special
education-related services must have an Individualized Education Program (IEP).

How does it work?
To form an efficient IEP, parents, teachers, other school staff must come together to look closely
at the student's exclusive needs. Once the IEP is written and approved by the parents and the
school workforce, the services can be presented. Parents are also being provided with a copy of
the IEP. Meanwhile, throughout the program, the progress and development of the child are
reported on a regular basis so that the parents can also know if the objectives for the year will be
met or not. Generally, at least once in a year, the IEP team meets to re-evaluate and during the
reviews as it is a joint effort, school personnel and parents evaluate the progress.

Who Qualifies for IEP?
Under the Individuals with Disabilities Education Act (IDEA), there are 13 categories under
which a child can receive IEP services currently:

  • Autism
  • Deafness
  • Deaf-blindness
  • Emotional disturbance
  • Hearing impairment
  • Intellectual disability
  • Multiple disabilities
  • Orthopedic impairment
  • Other health impairment
  • Specific learning disability
  • Speech or language impairment
  • Traumatic brain injury
  •  Visual impairment

Contents of the IEP
In a nutshell, this IEP approach is:

  •  IEP must show and report how the child is doing in school at present that generally comes from the assessment results such as classroom tests and assignments. The report also includes how the child's special ability influences his or her participation and progress in the general curriculum.
  • IEP sets certain short-term goals that the child can practically accomplish in a year which may be academic, address social or behavioural needs, relate to physical needs, or address other educational needs.
  • The special child generally needs time in understanding the regular classroom activities. The IEP approach should explain that particular learning and understanding duration which a special child requires in learning. The IEP program also states when services will start, how often they will be given, where they will be offered, and how long they will last, etc.
  • The IEP must explain how the child's progress will be measured and how parents will be informed of that development. Each associate of the IEP team usually signs, indicating that he or she was present at the meeting and endorses the notes from the meeting.
  • IEPs are important because of their holistic character as they are concerned with achieving a clearer understanding of the child, including areas of strength.
  • IEP needs the child's credentials and background information about the current levels of performance.
  • IEP program incorporates all the particular teaching methods, materials, and strategies that will be needed for the child.

What are the Different Stages of Developing an IEP Program?

Developing an IEP Program entails the following basic stages:

  •  Setting Direction
  •  Gathering and Sharing Information like aspirations and goals
  •  Implementation
  •  Review
  •  Writing the IEP

What are the Benefits of an IEP Program?

The IEPs are most effective in promoting special student learning and development.

  • The IEP process includes a full evaluation
  • The process includes strengths and challenges both
  • The process comprises different tailored services to meet the child's needs
  • The IEP process has individualized training that focuses on improving specific skills
  • Assistive technology (AT) is included
  • IEP provides students, families, and schools positive legal protections
  • It also gives students rights when it comes to the school authority

The special needs education for teachers has incorporated the IEP process as all of the factors of
IEP boost a child's confidence and aid them in building skills to flourish at school. Sometimes
the school start the IEP process, and not the parents. Usually, the IEPs do not expire and remain
in until a new one is written. Removal of an IEP from special education needs prior written
notice from the school. The IEP approach builds an opportunity for teachers, parents, related
services people to work together to develop the instructive results for children with special

Written By: .      

Leave a Reply

CONTACT US Get In Touch UK – Registered Office

Asian College Of Teachers Ltd (UK)

27, Old Gloucester Street, London – WC1N 3AX, UK
UK Toll Free: 0-808-189-1203

Kolkata Office
  • Merlin Acropolis, Unit No 15/4, 14th Floor, 1858/1, Rajdanga Main Road, Kolkata, 700107
  • 9830061531 /6292197604
Bangalore Office
  • ‘SAI PREMA’, 1st Floor, Christ Lane,No.39, Krishnanagar Industrial Area, Near Forum Mall, Koramangala, Hosur Road, Bangalore – 560 029
  • 9830061531 /6292197604
Mumbai Office
  • Mittal Commercia, Unit No. 412, C - Wing, Andheri-Kurla Road, Near Mittal Estate, Marol, Andheri East - 400059
  • 9830061531 /6292197604


Disclaimer: All SEN Courses are designed, developed and created by Asian College of Teachers Ltd, United Kingdom. These courses are approved by CPD, UK, and endorsed by NCC Education, UK, and Short Courses from CACHE, UK through Laser Learning UK

© 2024 Asian College of Teachers. All Rights Reserved. Asian College Of Teachers is a trading brand of TTA Training Pvt. Ltd (India) - CIN U80902WB2016PTC215839, Asia Teachers Training Co., Ltd (Thailand) - Registration No. 0105558193360, Asian College Of Teachers Ltd (UK) - Company Number 9939942 & Asian College Of Teachers LLC, (USA) - Federal Tax Identification Number 30-1261596

Comodo Trusted Site Seal SSL Certificate