Individualized Education Program ⁄ Individual Family Service Plan
The Individualized Education Program (IEP) describes the special education and related services designed to meet the unique needs of a child with disabilities. Parents, school personnel, and often the student receiving special education services develop the IEP jointly. This page provides resources to help develop an effective and appropriate IEP.Skip to search results
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Description: The focus of SpecialQuest Birth–Five is on inclusion for children with disabilities ages birth through five (pre-kindergarten) and their families, particularly those in Head Start* along with Child Care, Early Intervention/Part C, Early Childhood Special Education/619, family support, and other related programs. (parent, parents)
Description: The Early Childhood Technical Assistance Center is funded by the Office of Special Education Programs to improve state early intervention and early childhood special education service systems, increase the implementation of effective practices, and enhance the outcomes of these programs for young children and their families.
Description: Parents play an important role in the education of their children, especially parents of children who are identified as having disabilities. The law requires that parents and school personnel work together to provide children with appropriate educational services.
Description: Welcome to the U.S. Department of Education’s Individuals with Disabilities Education Act (IDEA) website, which brings together IDEA information and resources from the Department and our grantees. Whether you are a student, parent, educator, service provider, or grantee, you are here because you care about children with disabilities and their families and want to find information and explore resources on infants, toddlers, children, and youth with disabilities.
Description: This website offers "one-stop-shopping" for links to legislation, Federal Register Notices, Policy Guidance, and Grant Applications for the No Child Left Behind Act of 2001 (the Elementary and Secondary Education Act or ESEA).
Description: The WATI website provides the resource manual for Assessing Student's Needs for Assistive Technology (ASNA): the complete version and by individual chapters. The WATI Student Information Guide Process Forms (AT for Seating, Positioning and Mobility, AT for Communication, AT for Computer Access, AT for Motor Aspects of Writing, AT for Composition of Written Material, AT for Reading, AT for Mathematics, AT for Organization, AT for Recreation and Leisure, AT for Blind / Low Vision, AT for Deaf /...
Description: The mission of GPAT is to improve student achievement, productivity, independence and inclusion by enhancing educator knowledge of assistive technology and increasing student access to appropriate assistive technology devices and services.
Description: Assistive technology enables students with disabilities to access the curriculum, increase independence and participate actively in education and life activities. Thank you for visiting our site today and we hope you find the resources you need to successfully include technology devices and services for your schools.
Description: The Glossary includes over 200 education- and disability-related terms translated from English to Spanish to ensure that educational terms related to IDEA are translated in a uniform and comprehensible way. (With proper citation, the Glossary can be reproduced in whole or part.)
Description: This is the Individualized Family Service Plan (ISFP) form the Infant & Toddler Connection of Virginia that was revised 6/2012.
Description: The Virginia Accessible Instructional Materials Center (AIM-VA) renewed the statewide license of Read:OutLoud, an accessible eBook and web reader for students with IEPs or 504 Plans. The AIM-VA Read:OutLoud license is now upgraded to a no-term license (no expiration), meaning that you will be able to use Read:OutLoud (version 6) on a continual basis. There will be no annual renewal fees.
Description: A 20-minute video featuring Alexa Posny, Assistant Secretary of the U.S. Department of Education's Office of Special Education and Rehabilitative Services (OSERS), highlights some of the major changes to the regulations. These final regulations will help improve services and outcomes for America's infants and toddlers with disabilities and their families.
Description: This site was created to provide a "one-stop shop" for resources related to Part C of the Individuals with Disabilities Education Act (IDEA) and its implementing regulations, announced on September 6, 2011.
Description: The primary purpose of the DCDT Fact Sheets are to disseminate information to the field related to key topics in secondary transition. Currently, the DCDT Fact Sheets focus on a number of topics, including evidence-based predictors of post-school success for youth with disabilities, transition planning and assessment, transition specialist competencies, and recommendations for research in secondary transition. The Fact Sheets related to the evidence-based predictors have been developed to...
Description: The purpose of this brief (from the National Center on Accessible Instructional Materials) is to help families and educators understand the right of all students with disabilities who need accessible instructional materials to receive these materials in a timely manner. This right is based on provisions in the Individuals with Disabilities Education Act (IDEA) as well as in the disability civil rights statutes Section 504 and Title II of the Americans with Disabilities Act (ADA).
Description: This is a resource, for state legislators, teachers, parents, or others interested in education, that defines and clarifies the definitions of acronyms routinely found in legislative and policy discussions. (parent)
Description: "Transition to adulthood" is a complex and ongoing process that starts as soon as a child is born and continues as the child becomes an adolescent, to early adult life and then through the stages of adulthood. While this process is complicated at best for any person, the individual with an autism spectrum disorder (ASD) faces unique challenges that require specialized considerations. This set of guides will help the user understand these challenges and raise awareness of these important...
Description: Virginia’s PRCs are committed to facilitating positive parent-school relationships for the benefit of students. PRCs assist parents with questions, problem solving and planning, and provide resources, information and training sessions.
Description: The Secretary issues final regulations governing the Early Intervention Program for Infants and Toddlers with Disabilities. These regulations are needed to reflect changes made to the Individuals with Disabilities Education Act, as amended by the Individuals with Disabilities Education Improvement Act of 2004 (Act or IDEA). These regulations are effective on October 28, 2011.
Description: The IDEA Partnership is dedicated to improving outcomes for students and youth with disabilities by joining state agencies and stakeholders through shared work and learning. (National Organizations)
Description: The Office of Special Education and Rehabilitative Services (OSERS) in the U.S. Department of Education (Department) has received requests for clarification of some of these regulations. This is one of a series of question and answer (Q&A) documents prepared by OSERS to address some of the most important issues raised by requests for clarification on a variety of high-interest topics.
Description: This brief document offers suggestions for convening successful IEP meetings. It includes preparation tips for parents and educators.
Description: The interactive GAP Learning Guide was developed to help teens and young adults with hearing loss to better enable and empower themselves as they make significant life transitions. GAP is the first guide of its kind that is interactive and combines the wide spectrum of resource materials used to support self-advocacy for young people with hearing impairment. This is one of the most comprehensive, state of the art resources on self-determination, technology, transition, and access to...
Description: This fact sheet (from The National Early Childhood Technical Assistance Center- NECTAC) provides a brief overview of the Part C program and quick facts from the research on early brain development, the importance of intervening early, the benefits of early intervention, and current unmet needs. It is meant to be used as a tool to communicate with policymakers, pediatricians, families, and community leaders about the importance of high quality services for infants and toddlers with or at risk for...
Description: This PowerPoint presentation from the Virginia Department of Education (VDOE) discusses the development of the Standards-based IEP. (A Standards‐based IEP describes a process in which the IEP team has incorporated state content standards in its development.)
Description: This a booklet designed to help parents of children who have been diagnosed with health or mental health care needs to learn about available resources and to develop a partnership with their children’s schools. It was developed by The HSC Foundation, in partnership with George Washington University’s Graduate School of Education and Human Development. (family/families)
Description: COACH is better than ever! Now with practical updates based on user feedback and a new streamlined format for easier use, the third edition of this bestselling guide can be the key to effective educational planning for students with intensive special education needs in inclusion-oriented schools.
Description: This InfoBrief explains how schools and families can supplement the required Individualized Education Program (IEP) by using an optional Individualized Learning Plan (ILP) as a tool to help youth successfully transition from high school to employment and postsecondary education. What is an Individualized Learning Plan? The Individualized Learning Plan is a strategic planning tool intended to help youth identify and achieve postsecondary goals. The ILP provides students with opportunities for...
Description: To help special educators and early interventionists in their monumental task of implementing the updated regulations, the Council for Exceptional Children (CEC), its Division for Early Childhood (DEC) and the IDEA Infant Toddler Coordinators Association (ITCA) have released a side-by-side comparison of the 2011 final Part C regulations, published on Sept. 28, to Part C regulations from 1999.
Description: Assistive Technology Consideration Quick Wheel offers federal definitions of AT devices and services as well as a list of the AT tools to consider in content areas and other resources including books, journals, newsletters and internet sites. Special savings for large orders.
Description: Here you will find information to support your work in helping infants and toddlers with disabilities, ages birth to three, achieve their full potential.
Description: These tip sheets from Harvard Family Research Project are designed to support educators and families in conducting productive, successful parent-teacher conferences. (Available in English and Spanish)
Description: 2009 (FCTD Family Guide) : The Family Information Guide to Assistive Technology and Transition Planning is to help families prepare for those times during which their child moves from one environment to another and from one development stage to another. The focus is on the role of assistive technology during those times.
Description: Wrightslaw: Special Education Law, 2nd Edition, Print Book includes: Full text of the Individuals with Disabilities Education Act (IDEA 2004) and IDEA 2004 Regulations Section 504 of the Rehabilitation Act No Child Left Behind Family Educational Privacy Act (FERPA) McKinney-Vento Homeless Assistance Act Decisions in special education cases from the U. S. Supreme Court Analysis and Commentary Resources and References Wrightslaw Special Education Law is an invaluable resource that provides a clear...
Description: Developmentally appropriate, research-based strategies for promoting children's literacy learning in preschool, kindergarten, and elementary classrooms and infant/toddler settings. A strong, coherent framework for effective practice appears in NAEYC's joint position statement with the International Reading Association, which is supported by many other organizations and reprinted in this book. Alive with classroom photos and children's work, the book offers crystal-clear guidance and exciting...
Description: This publication is intended to improve the quality of early childhood programs by identifying best practices for supporting child growth and development from birth to kindergarten.
Description: PACER’s Early Childhood Family Information and Resources Project gives parents of children ages birth through 5 years the confidence, knowledge, and skills they need to help their children obtain the education, health care, and other services they deserve. In Minnesota, special education services for children with disabilities are mandated by law beginning at birth. By federal and state law, families must be involved in the planning, development, and implementation of comprehensive...
Description: In the past, the term “severe disability” as a disability category was used in Virginia’s special education regulations although it is not a disability category in the federal Individuals with Disabilities Education Act (IDEA).
Description: The Individuals with Disabilities Education Act (IDEA) 2004 defines secondary transition as a coordinated set of activities designed to be within a results-oriented process, focused on improving the academic achievement and functional performance to facilitate movement from school to post-school activities.
Description: The Virginia Board of Education and Department of Education through its special education regulations revision process officially changed the disability category of mental retardation to intellectual disability.(Fast Fact)
Description: The U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS) has issued a revised Q&A document to provide States, State educational agencies (SEAs), local educational agencies (LEAs), parents, and other stakeholders with information regarding the IDEA requirements relating to individualized education programs (IEPs), evaluations, and reevaluations.
Description: Students who are deaf and hard of hearing must have complete access to all communication in their educational environments to meet the same learning standards as their hearing peers. (Fast Fact, hearing impairment)
Description: The Individuals with Disabilities Education Act (IDEA) 2004 requires that IEPs include a statement of measurable goals, including academic and functional goals designed to meet the child’s needs that result from the disability to enable the child to be involved in and progress in the general curriculum, or for preschool children, as appropriate, to participate in appropriate activities, as well as meet each of the other educational needs that result from the child’s disability. (Fast Facts)
Description: The term “developmental delay” as a disability category is not as specific as the other categories in the Individuals with Disabilities Education Act (IDEA) and the IDEA regulations.
Description: The purpose of these guidelines is to provide resources and suggestions to enhance the provision of services to students who are deaf or hard of hearing in order to support their educational goals.
Description: These resources include: Transfer of Rights for Students with Disabilities Upon Reaching the Age of Majority in Virginia (also available in Spanish) Students with Disabilties: Guidelines for Assessment Participation Students with Disabilities: Guidelines for Special Test Accommodations A Parent's Guide to Special Education (also available in Spanish) Your Family's Special Education Rights - Virginia Procedural Safeguards Notice (Spanish, Arabic, Chinese, Urdu, Farsi, Korean, Vietnamese) Extended...
Description: Research shows that students who take part in their own IEP development are more likely to speak up for themselves throughout their lives. The It’s About Me Forms provide easy steps to helps parents, educators and students to ensure that the student has say and control over his or her IEP, education, and future. Students use the help and guidance of an adult to work through six thought-out steps with easy to use tools.
Description: The Virginia Department of Education's Office of Dispute Resolution and Administrative Services has completed the document, “Parents’ Guide to Special Education Dispute Resolution”. It explores the three dispute resolution options of mediation, complaints, and due process. (family/families)
Description: The Virginia Department of Education does not require that schools use this sample IEP format; it is offered as a best practice example. The sample IEP form is divided into two sections. The first section includes those pages that are the foundation of all Elementary IEPs. The second section includes those pages that will be added to the Elementary IEP as needed and sample formats for other purposes.
Description: The Virginia Department of Education does not require that schools use this sample IEP format; it is offered as a best practice example. The sample IEP form is divided into two sections. The first section includes those pages that are the foundation of all IEPs. The second section includes those pages that will be added to the IEP as needed and sample formats for other purposes.