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Components of an IEP

The IDEA 2004 requires that an IEP must be written according to the needs of the individual student, and it must include the following:

  • The child's present levels of academic and functional performance
  • Measurable annual goals, including academic and functional goals
  • How the child's progress toward meeting the annual goals are to be measured and reported to the parents
  • Special education services, related services, and supplementary aids to be provided to the child
  • Schedule of services to be provided, including when the services are to begin, the frequency, duration and location for the provision of services
  • Program modifications or supports provided to school personnel on behalf of the child
  • Explanation of any time the child will not participate along with nondisabled children
  • Accommodations to be provided during state and district assessments that are necessary to the measuring child's academic and functional performance

Additionally, when the student is 16 years old, a statement of post-secondary goals and a plan for providing what the student needs to make a successful transition is required. This transitional plan can be created at an earlier age if desired.

IEPs also include other pertinent information found necessary by the team, such as a health plan or a behavior plan for some students.

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Q: What are the components of an individualized education program?
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