Using an Individual Education Program (IEP) in the Classroom

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  • 0:05 Individual Education…
  • 0:21 Assessing Current…
  • 0:47 Personalized Education…
  • 1:12 Measurable Goals and…
  • 1:39 Who Needs an IEP?
  • 1:56 Lesson Summary
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Lesson Transcript
Instructor: Valerie Houghton, Ph.D.

Valerie holds a Ph.D. in Health Psychology.

In this lesson, we will explore what an Individual Education Program (IEP) is and the three key components of an IEP. We will also discuss who needs an IEP and who does not.

Individual Education Plan in the Classroom

Wouldn't it be nice if children came with an instructional booklet? The booklet could spell out what the child's strengths and weakness are. Well, in the classroom, a special-needs student has an Individual Education Program, which is like a student's personalized instructional booklet for the teacher.

Assessing Current Academic Performance

An Individualized Education Program (IEP) has many functions; however, there are three key components that all IEPs have. The first component of the IEP is to expressly state the student's present level of academic performance. For example, Tracy is a non-reader who knows no sound-symbol relationships. In print, she recognizes her name and the words 'McDonalds' and 'Toys R Us.'

Personalized Educational Services

The second function is to spell out clearly to the student and the parents all of the educational services that can be tailored to meet the individual educational, social and emotional needs of the student. For example, Tracy has difficulty reading but has no difficulty in comprehension. In this case, Tracy would be assigned an educational professional to orally administer her exams to her.

Measurable Goals and Objectives

The third function of the IEP is to set up objectives and measurable goals that the student will reach during the academic year. For example, the objective for Tracy is that, given vowels and digraphs, she will say the correct sounds at 30 sounds per minute with no more than 5 errors. This objective will help Tracy to reach the goal of being able to read the first-grade material orally at 110-130 words per minute with only random errors.

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