Special Educational Services: Individualized Educational Plans

The Individuals with Disabilities Education Act (IDEA) mandate that children who meet the qualifications for specials needs, receive special educational services in an environment that best fit their needs.  Schools are required to develop an individualized educational plan, specifically to meet the academic needs of the child.

In order to develop the plan, the teacher, parents, special education coordinator, and others, meet to identify the academic needs of the child. In assessing the academic needs, they must also consider the child physical and emotional needs, and how those needs will impact on the learning process. The team identifies appropriate goals for the child and outline objective to meet the specific goals. For instance, if one of the goals for the child says, “Johnny will learn to count from 1 to 50 by the end of the first semester”, then an appropriate objective would be Mr. and Mrs. Johnny’s parents will work with Johnny on his numbers at least three times a week. The plan would also include the objective for the teacher, as well. In order for the plan to be successful, a thorough assessment of the child’s needs must be done, and the goals must be achievable.

Parents need to be included in the planning process.  Many times the school will develop a plan and implement the plan without the consent of the parent, or the parentis loco (person acting as parent).  The school is required to schedule a meeting to develop the individualized educational plan, and send an invitation to the parents.  Parents should make every effort, to plan to attend, and participate in the development of the educational plan.  Parents have the right to have the meeting rescheduled if they cannot attend; however, they must be aware that the school has to take into consideration the schedules of others involved in the planning.  School should give ample notice in order that those who are planning to attend, can change their schedules if needed.  Parents have the right to have others, who have involvement with the child, such as a therapist or a mentor, to the meeting.

In most cases, the plan is already developed and printed on the day of the meeting.  Parents are given the opportunity to review the plan if it is already printed.  Parents should assure that the goals are achieveable and that the objectives for the child are appropriate.  Parents have the right to object to anything in the plan at any time.  There are several course of action a parent can take if they do not agree with the plan.  Parents need to assure that the plan is written specifically for their child, and is not a cookie cutter generic plan.

Once the plan is accepted, and services are put in place, the school monitors the progress of the child and keeps the parents informed.  If at anytime, there is concern regarding the effectiveness of the individualized educational plan, the teacher, special educational coordinator, or parent can request a review of the plan to adapt and make changes.  Plans are review at least once a year, but more frequently if needed. 

It is of the utmost importance that the plan include information tailored to meet the specific needs of the child. It must also consider information of the child’s involvement with mainstream classes, local and state wide testing, and the specific services provided, in addition to, the effective date of service and the date the service will end. Parents, with a child, who is receiving special educational services, should equip themselves with information about the Individual with Disabilities Education Act and the Individualized Educational Plan. Parents, who want their child to be successful, in his academic placement, will need to advocate for their child , to assure that he receives appropriate individualized services in the least restrictive environment.