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: 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: This article is about how families of children with disabilities can be equal decision-makers with professionals. (parent,parents)
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: This book gives the International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC) joint position statement on “Learning to Read and Write, Developmentally Appropriate Practices for Young Children.” The authors translate the philosophy into teaching practices under eight major themes: the power and pleasure of literacy, the literate environment, language development, building knowledge and comprehension, knowledge of print, types of...
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.
Description: The Section 504 regulations require a school district to provide a "free appropriate public education" (FAPE) to each qualified student with a disability who is in the school district's jurisdiction, regardless of the nature or severity of the disability. Under Section 504, FAPE consists of the provision of regular or special education and related aids and services designed to meet the student's individual educational needs as adequately as the needs of nondisabled students are met. This...
Description: The Zarrow Center for Learning Enrichment facilitates successful secondary and postsecondary educational, vocational and personal outcomes for students and adults with disabilities. ZC faculty, staff, and students do this through self-determination oriented evaluation, research, development, transition education instruction, and dissemination of best educational and support practices. The ZC also prepares undergraduate and graduate students to assume leadership roles in schools, universities,...
Description: The MSRRC is a project within the Human Development Institute (HDI), a University Center for Excellence in Developmental Disabilities, Education, Research and Service. HDI focuses its efforts on improving lifelong opportunities and services for individuals with disabilities, their families and the community. MSRRC provides technical assistance to state early intervention lead agencies, departments of education and other related state agencies in Delaware, District of Columbia, Kentucky,...
Description: The Office for Civil Rights in the United States Department of Education issues this guidance to provide state and local education agencies with information concerning disclosure of disability on report cards and transcripts for students with disabilities attending public elementary and secondary schools.
Description: The Building the Legacy training curriculum is intended to help all those involved with children with disabilities understand and implement the IDEA 2004, the nation’s special education law.