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: Una vez que el Equipo del IEP ha decidido qué servicios necesita su hijo (como descrito en la página Reuniones para Desarrollar el IEP), debe tomarse una decisión sobre dónde serán provistos los servicios. El lugar donde se lleva a cabo el IEP de su hijo es llamado la ubicación. Ud. como padre tiene el derecho de formar parte del grupo que decide la ubicación de su hijo.
Description: Los padres tienen el derecho de no estar de acuerdo con el sistema escolar, como hemos discutido en la página Derecho de No Estar de Acuerdo. El sistema escolar tiene el mismo derecho—el de no estar de acuerdo con ciertas decisiones o acciones de los padres en cuanto a la identificación, evaluación, o ubicación de su niño, o la provisión de una educación pública gratis y apropiada al niño. Pero, ¿cuáles opciones...
Description: Hay muchas leyes en los Estados Unidos relevantes a las personas con discapacidades. La más poderosa es el Acta para la Educación de Individuos con Discapacidades, conocido en inglés como “Individuals with Disabilities Education Act” o IDEA (por sus siglas). Esta es la ley de educación especial en el país. Si quiere aprender más sobre IDEA, explore los enlaces bajo nuestra página Sobre la Ley IDEA.
Description: La vida está llena de transiciones, y una de las más notables ocurre cuando los estudiantes se preparan para salir de la escuela secundaria y entrar al mundo como adultos jóvenes. Cuando el estudiante tiene una discapacidad, la planificación para el futuro es especialmente importante. De hecho, la ley IDEA lo requiere.
Description: Looking for information, resources, and technical assistance (TA) to help you and others support children with disabilities in their least restrictive environment in school? Here’s a starter list of places to look online. These will surely lead you to more. (Parent/family)
Description: NICHCY was funded for decades by the Office of Special Education Programs, at the U.S. Department of Education. The project’s funding ended on September 30, 2014. Much of the rich library of materials and publications that NICHCY produced over the years has a new home at the Center for Parent Information and Resources (CPIR).
Description: The Center for Parent Information and Resources (CPIR) serves as a central resource of information and products to the community of Parent Training Information (PTI) Centers and the Community Parent Resource Centers (CPRCs), so that they can focus their efforts on serving families of children with disabilities. (This website is funded by the U.S. Department of Education, Office of Special Education Programs.)
Description: Cada Estado debe identificar, localizar y evaluar a todos los niños con discapacidades que necesitan educación especial y servicios relacionados. Esta página describe el proceso de obtener y participar en una evaluación gratuita de un niño sospechado de tener una discapacidad o retraso en el desarrollo.
Description: Se ha determinado que su niño es elegible para la educación especial. El siguiente paso es escribir lo que se conoce como el Programa Educativo Individualizado— generalmente llamado un IEP (en inglés, “Individualized Education Program”) o un PEI (por sus siglas en español).
Description: Sobre el Proceso de Educación Especial. Aquí puede ver brevemente cómo un estudiante es identificado como niño que tiene una discapacidad y necesita educación especial y servicios relacionados. Después de familiarizarse con el proceso básico de educación especial, puede usar los enlaces a final para aprender más acerca de aspectos específicos de lo que la ley IDEA requiere.
Description: Credit accommodations for students with disabilities pursuing a Standard Diploma include augmenting the Personal Living and Finances course (state course code 3120) by including the 21 Workplace Readiness Skills (WRS) for the Commonwealth. Students with Individualized Education Programs (IEPs) and 504 Plans will have the opportunity to use the revised course to meet the Economics and Personal Finance graduation requirement if the student has earned at least three (3) standard credits in history...
Description: Autism NOW: The National Autism Resource and Information Center will be a dynamic and interactive, highly visible and effective central point of quality resources and information for individuals with Autism Spectrum Disorders (ASD) and other developmental disabilities, their families, and other targeted key stakeholders.
Description: Autism NOW Center’s fact sheets on topics of importance to people with autism spectrum disorders and other developmental disabilities are a resource you and your family members, as well as educators, employers, physicians and others, can use to get information in an easy-to-read and understand format. Topics include: Employment, Future Planning, Individualized Education Programs (IEPs), Relationships and Sexuality, Self-Advocacy and Social Security. (Spanish: Empleo, Planear el Futuro,...
Description: This section includes information on: Accommodations Assessment Assistive Technology Behavior and Discipline Child Find Critical Area Self-Assessment Questions Disability Specific Documents Educational Interpreters English Language Learners Extended School Year Services Funding and Grants Health Guidance IEP Inclusion Resources Instruction Paraprofessional Prior Written Notice Parent Involvement Section 504 Resources Secondary Transition Services
Description: The Brain Injury Association of Virginia have updated this guide for educators that includes the following sections: Brain Injury 101, The Student with TBI: AN Overview, Educational Implications, Transition, Family and Special Education.
Description: This guidelines document is designed to be a resource for teachers and administrators as they address the educational needs of students with a Specific Learning Disability (SLD) in Virginia. Parents of children with SLD may find this document useful as well. These guidelines offer an overview of best practices for educating individuals with SLD and should be used in conjunction with the Virginia Department of Education (VDOE)Regulations Governing Special Education Program for Children with...
Description: The Individuals with Disabilities Education Act (IDEA) is a federal law that addresses the education of children with disabilities. This publication includes information that explains the provisions related to, and benefits available to, children with disabilities who are enrolled by their parents in private schools.
Description: Generations United, with the support of the CVS Caremark Charitable Trust, developed Grand Resources: A Grandparent’s and Other Relative’s Guide to Raising Children with Disabilities to equip the caregivers, including those that provide full and part time care to relative children, with the national resources they need to help their children thrive, now and in the future. In addition to the guide, Generations United has developed a resource directory that serves as a companion piece...
Description: This brochure covers: "What is Self-Determination? and How can I help my child become more self-determined?" (Virginia Department of Education, VDOE)
Description: ¿Qué es la autodeterminación? ¿Cómo puedo ayudar para que mi hijo sea más autodeterminado? (Virginia Department of Education, VDOE)
Description: This brochure discusses Free Appropriate Public Education, Appropriate Evaluation, Individualized Education Program (IEP) and Least Restrictive Environment.
Description: Tienes el derecho a: La educación pública apropiada gratuita, Evaluación apropiada, Programa de educación individualizado (IEP) and Ambiente menos restrictivo (LRE). (Virginia Department of Education, VDOE)
Description: This brochure is for elementary and secondary students. It covers what you should do: Before the meeting, During the meeting and After the meeting. (Virginia Department of Education, VDOE)
Description: Antes de la Reunión, Durante la Reunión and Después de la reunion. (Virginia Department of Education, VDOE)
Description: The Virginia Special Education Reference is a research tool provided to special education program directors, school administrators, teachers and other service providers, parents, and parent support groups who need information regarding special education quickly and in a searchable format. It brings related information in a uniform electronic format for ease of use.
Description: The following is a list of frequently asked questions and corresponding answers regarding the implementation of credit accommodations for students with disabilities. (Virginia Department of Education, VDOE)
Description: The Office of Special Education Programs (OSERS) issued this Q&A document to provide parents, parent training and information centers, school personnel, state educational agencies (SEAs), local educational agencies (LEAs), advocacy organizations, and other interested parties with information to facilitate appropriate implementation of the IDEA dispute resolution procedures, including mediation, state complaint procedures, and due process complaint and due process hearing procedures.
Description: Credit accommodations provide alternatives for students with disabilities in earning the standard and verified credits required to graduate with a Standard Diploma. Credit accommodations for students with disabilities may include: Alternative courses to meet the standard credit requirements Modifications to the requirements for locally awarded verified credits Additional tests approved by the Board of Education for earning verified credits Adjusted cut scores on tests for earning verified...
Description: To encourage more students to work toward a selected industry credential or state license while pursuing a high school diploma, the Path to Industry Certification: High School Industry Credentialing program was developed. Students who earn a credential by passing a certification or licensure examination may earn up to two student-selected verified credits to meet graduation requirements.
Description: This assessment is 100-Item Multiple-Choice, 60-Minute Timed Test (The assessment must be completed in one, 60-minute sitting unless a school emergency interrupts the testing period.) Standard of Mastery: 75%
Description: To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Beginning with students entering ninth grade for the first time in 2013-2014, a student must also: Earn a board-approved career and technical education credential to graduate with a Standard Diploma; and Successfully complete one...
Description: For Virginia's special education students, diploma options are changing. The Modified Standard diploma is no longer an option for students entering the ninth grade (or younger) in the 2013-2014 school year.
Description: The Board of Education has approved a number of substitute tests that students may take to earn verified credits toward graduation.
Description: In February 1998, the Virginia Board of Education approved certain courses that would satisfy the mathematics, science, and history and social science course requirements for the Standard and Advanced Studies Diplomas.
Description: This section of the VDOE website answers frequently asked questions about earning a Virginia high school diploma.
Description: This IEP Tool Kit provides you with some basic tools to help you better advocate for your child. One page explains possible steps to take as you plan for an IEP meeting. Another page provides tips on organizing your child’s school-related papers. Two forms are provided: one to organize data about your child’s needs and strengths so you can sort what might be needed in the IEP document, and the other to take to the IEP meeting to keep track of the needs and questions you want to discuss at the...
Description: This document summarizes practical insights and promising practices for IEP/IFSP facilitation, collected from a broad review of facilitation and special education literature. (The National Center on Dispute Resolution in Special Education, CADRE)
Description: This document, Supporting the Identification and Achievement of the Twice-Exceptional Student, developed by the Virginia Department of Education (VDOE), provides parents, educators, and students with answers to some questions concerning the identification process and instruction of students with dual exceptionalities.
Description: Informal Assessments for Transition Planning, Second Edition, is an assessment resource that school-based personnel can use to determine or confirm transition strengths, preferences, interests, and needs for appropriate Transition Planning in the IEP.(Transition Assessments)
Description: Questions and Answers in Follow up to 2007 Spring/Summer Transition Workshops, Virginia Department of Education and Infant & Toddler Connection of Virginia, Updated March 2009
Description: The statement that “knowledge is power” is especially true for parents who want to be effective advocates for their children with disabilities. To make sure parents have the information they need most, PACER conducted a survey, and nearly a thousand people responded. Given a list of choices, parents of children from each age group indicated their top three concerns. This PACER Action Sheet provides a selection of helpful information to address each topic from a variety of national and statewide...
Description: The Organization for Autism Research (OAR) was created in December 2001–the product of the shared vision and unique life experiences of OAR’s seven founders. Led by these parents and grandparents of children and adults on the autism spectrum, OAR set out to use applied science to answer questions that parents, families, individuals with autism, teachers and caregivers confront daily. No other autism organization has this singular focus.
Description: This link includes the conference sessions and downloadable materials from the 8th Annual Special Education Conference (Fairfax County Public Schools). Topics include: transition (post-secondary, preschool), executive functioning, reading (middle and high school), medicaid waivers, online textbooks, ADHD, Apps, depression and suicide prevention, bullying, stress, inclusion, mathematics, dyslexia, mentoring, communication to enhance the IEP Process, Down Syndrome, VA Assessment options, child...
Description: English language learners with disabilities are a growing part of the K-12 school population in the U.S. The available knowledge on how to effectively educate these students, and measure their progress, is small but increasing. However, many educators and families have pressing questions. This Impact issue offers responses to some of those questions by people from around the country who are helping schools meet the needs of this growing student population.
Description: Individualized Education Program (IEP) meetings depend on good communication between parents and special ed service providers. When parents do not speak English, schools must bring in an interpreter to ensure that team members understand each other and that parents can give informed consent. Even when the team invites an excellent interpreter, however, things can still go wrong. Following are tips on how to conduct effective IEP meetings when an interpreter is involved. These tips are based on...
Description: CDC has FREE brochures, posters, fact sheets, and more for parents, health care providers, and public health professionals. These include: Hearing Loss Fact Sheet, Decision Guide to Communication Choices, Making a Plan for Your Child as well as Questions You May Want to Ask Your Child's Genetics Team or Medical Professional or Early Interventionists or Ear, Nose and Throat (ENT) Doctor or Audiologist or Speech Language Pathologist (available in English and Spanish). There is also a Communication...
Description: The purpose of this glossary is to assist Somali interpreters, translators and teachers so that they can provide more accurate interpretation of special education documents. Ultimately, we hope this will improve families’ understanding ofspecial education programs in Minnesota.
Description: In 1999, the staff from the Minnesota Department of Education worked with a group of Hmong experts to create a glossary of special education terminology. This glossary is not intended for general use and does not include general educational terms. Terms are translated according to their meaning in special education. In 2002-03, a new team of Hmong interpreters led by Mr. Dao Xiong from the PACER Center reviewed and updated the glossary.
Description: A 37 minute audio/video overview of special education created to help parents of children with disabilities understand what special education is, how a child might get into special education, how to resolve disagreements, and what role parents play. Developed by PACER Center, it is funded in part by a grant from the Minnesota Department of Education. (Scroll down the Special Education Rights page to find this video. It is available in Hmong, Spanish and Somali.)
Description: New Path: The Support Network for Families in Early Intervention is a program of The Arc of Virginia, designed to help parents navigate the Early Intervention system, from understanding their rights, to building relationships with therapists and doctors. Discovering your child has a developmental delay or disability can be overwhelming. It often transforms notions of what being a parent would be. We are here to guide families on their New Path. (Available in Spanish and French)