individual education program

1. İZMİR ÖZEL EĞİTİM İŞ UYGULAMA
MERKEZİ
3rd Short Term Joint Staff
Training 7th-11th November 2016
INDIVIDUALIZED
EDUCATION PROGRAM

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What is Individualized
Education Plan ?
 Individualized education program is a
tool which helps families, teachers
and other members meet the
educational needs of students with
special needs.

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What IEP is not?
 It is not an individual study paper.
 It is not a program that concerns only the teacher.
 It is not a way of getting rid of problem students in the
classroom.
 It is not a decision file to label student.
 It is not a program just focusing on the academic
performance or record table.
 It doesn’t charge the family and teacher with extra
burden.
 It is not a study program or homework demanding
more than student’s capability..

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Why should IEP be prepared?
 Student with special needs can only benefit
from the highest level of service through a
healthy IEP preparation process.

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Why we should use IEP
 All individuals no matter what type and degree of
their disability can learn.
 In children, language, problem solving, mental
processes, behavioral traits and characteristics of
learning may differ from each other
 Even children who live in the same environment is
different. For example, the same age group students’
physical development and behavioral characteristics
may differ in the same class.
 The strengths and weaknesses of individual
progresses show differences in itself.

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Why we should use IEP
 In addition, children's own characteristics and behaviors
are different. For example, a person who is very
successful in sporting events may fail in artistic activities.
BEP takes into consideration the differences for
individual development
 To make the program more effective meaningful and
continuous relasionships should be established with
parents and caretakers of students
 Students should be taught necessary skills and expected
behaviours they need at home or in the daily life of the
community

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BENEFITS OF IEP
 Provides appropriate educational services to
individuals
 Determines appropriate and realistic
objectives for the individual,
 Reveals whether these objectives are met or
not.

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Benefits of IEP for students;
1.For students;
 Helps to determine the student’s requirements
caused by her/his obstacle and clarify how to fulfil
these requirements
 IEP prepares individuals to live independently

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Benefits of IEP for parents
2.For parents;
 It works as a communication mediator between school
staff and parents
 Also provides equial rights to both sides about the child's
needs, what and how these will be provided and what
consequences may be encountered.
 It provides significant benefits in resolving the
disagreements between school and parents

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Benefits of IEP for teachers
3.For teachers;
 It helps teachers to determine the progress for their
intended purposes and allows them to function as an
assessment tool.
 Sharing classroom environment with people from
other disciplines and consultants outside the class
allows the teachers develop new alternatives.
 It works as a plan and guide for the teachers.

11. HOW IS IEP PREPARED?
IEP preparation has 7 basic steps;
1. The creation of the team that will prepare
individualized education program
2. Determining the level of the child's educational
performance
3. Determining the proper educational environment
and support services that will be offered in these
environments
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HOW IS IEP PREPARED?
4. Preparation of the individualized education
program
5. Determining long and short term goals
6. Determining appropriate teaching materials and
teaching methods
7.For the implementation, monitoring and
preparation of IEP, those who will be responsible
for assessing and determining the timetable and
how the evaluation will be done should be
decided.

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WHO TAKE PLACE IN IEP TEAM?
The board is chaired by the Headteacher or deputy
headteacher. Other members are:
 an itinerant teacher
 family
 Student with special education needs
 School counselor or psychologist,
 A teacher charged with preparing educational
programmes
 Classroom teacher and/or branch teacher of the
student
 If necessary, a person from diagnostic monitoring
and evaluation team takes place.

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What are the elements of the
individualized education program?
 Student’s present performance level
 Long term outcomes determined by
student’s educational level of
performance, factors such as age and
stage of development
 Short-term outcomes for achieving
long-term outcomes.

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 Special education and support services that
can be provided to the student.
 A timetable that specifies the evaluation time,
what services will be offered to students when
to start, continue and end.
 The people responsible for the services to be
offered to students
 Based on objective criteria, by what means and
how to evaluate IEP.
What are the elements of the
individualized education program?

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Performance level
 Prepared on the basis of a detailed evaluation,
description of what the student can&cannot do.
 To see the progress, description of the performance
level is extremely important, because these
descriptions and evaluation provides a better
understanding of the results.
 Also, it allows defining specific requirements and
putting student’s priorities in order

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Performance level
The information should take place at
performance level is:
1. Information comparing the student’s level in
a specific area with peer group
2. Information indicating what the student can
or cannot do according to student’s program
areas
3. Student information indicating the student’s
participation of a specific curriculum

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Long and short term outcomes
Long term outcomes:They are the desired
behaviours which are expected to be
performed by the student at the end of
a term or year. They can be named as
annual outcomes.

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Factors to be considered in the
selection of long-term outcomes
 Student’s previous success
 Student’s present performance level
 Student’s preferences
 The applicability of the selected
objectives
 Student’s primary needs
 Time dedicated for realization of the
objectives

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Writing the long term
outcomes
Long term objectives:
 Should be consistent with student’s present
performance level.
 Long-term objectives area should be clearly
defined
 Long-term objectives should be measurable
 Long-term objectives should be meaningful
 Should include short term objectives

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Short term outcomes
 They are the outcomes performed by
the student in a shorter time between
the student's current performance
level and long-term objectives

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Writing appropriate objectives
 Objectives must be functional
 Objectives must be realistic and
achievable
 Behavior should not be limited to the
acquisition level

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INDIVIDUAL TEACHING PLANS
(OUTCOMES PLAN)
 It is a plan that shows what the student and
teacher do for the student to acquire the
necessary behaviors in a detailed, clear and
explicit manner. Can be prepared daily, weekly
or monthly.
 Objectives of ITP are short term objectives of
IEP.
 They are the plans that will guide us on how
to teach our short-term goals in order to achieve
long-term goals in the IEP.

24.  Thanks for your attention…
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