Individualized Education Plans – Beyond the Content

“Why do I need to include this accommodation in the IEP?  Its something I do anyway.  Its part of being a good therapist/teacher.”  These are all sentiments I have heard from special education professionals with regard to documenting, or rather not documenting, a particular service or accommodation in a child’s Individualized Education Plan, or IEP.  So, are there things that don’t need to be included in an IEP, that are a “given”?  Let’s consider the purpose of an IEP.

As special education professionals, we know that an IEP serves as an outline for all the services, modifications, and accommodations beyond that of general education that are deemed necessary for a student to succeed.  Simply stated, an IEP is a legal document, a contract of sorts between the student/family and the school system.  The purpose of an IEP is not to make assumptions about what may be provided, but rather to ensure exactly what will be provided.  When we accept a job, it may be assumed that the employer will pay the employee, the employee will do the expected work, and so on, because that is “part of being a good employer/employee”.  And yet we still sign a contract documenting what was agreed upon.

By providing a detailed description of these services, any new educator or therapist should be able to walk into a position and provide adequate support to that child at any point in a school year.  This is something that may happen more often than you realize, and for any number of reasons:  the family may move within the district or to a new district; caseloads may be redistributed or a therapist may be re-assigned to a new building; a therapist may go on leave; a student may have a change of placement or be moved to a new classroom.  In some such cases, the new therapist or teacher may only have an IEP to rely on when it comes to preparing for that new student.  

Have you experienced the frustration of receiving a new student with an IEP that is outdated, unclear, or incomplete?  The result is often inappropriate services for the student – either too much or not enough support – and extra work on the part of the new team, which may take weeks to correct properly.  We spend a great deal of time and dedication learning about our students, their challenges, and the supports that help them to succeed.  We also work with our fellow special education professionals as a team.   It is in the best interest of the student and the rest of the team, both current and future, to pass along that information.  Additionally, your contributions to your students’ IEPs are a reflection of your work.  Let’s strive to make a positive impact for our students and our professions.