Assignment on Individualized Education Plan (IEP) of a Child

Perhaps the most significant component of P.L. 94-142 (and certainly one of the most controversial) is the requirement that an individualized education programme (DEP) must be developed and maintained for every handicapped child. The law is specific in stating what an IEP must include and who is to take part in that formulation. Each IEP must be the product of the joint efforts of the members of a child study team, which must include at least: (1) the child's teacher or teachers, (2) a representative of the local school district other than the child's teacher, (3) the child's parent or guardian, and (4) whenever appropriate, the child himself. Support staff such as physical educators or speech-language pathologists may also be involved in the IEP conference.

Although the actual formats used by different school districts vary, most IEPs include:

1. A statement of the child's present level of educational performance, including academic achievement, social adaptation, prevocational and vocational skills, psychomotor skills and self-help skills;
2. A statement of annual goals that describes the educational performance to be achieved by the end of the school year under the child's programme ;
3. A statement of short-term instructional objectives, presented in measurable, intermediate steps between the present level of educational performance and the annual goals;
4. A statement of specific educational services needed by the child (determined without regard to the availability of services), including a description of: &* All special and related services needed to be meet the unique needs of the child including the physical education programme, and b. Any special instructional media and materials that are needed;
5. The date when those services will begin and length of time the services will be given:
6. A description of the extent to which the child will participate in regular education programme;
7. Objective criteria, evaluation procedures, and schedules of determining, at least Annually, whether the short-term instructional objectives are being achieved;
8. A justification for the type of educational placement that the child will have and;
9. A list of the individuals who are responsible for implementing the IEP.
Last 30 May, 2010 I went to the kollani, Bangladesh Protibondhi Foundation and made an IER of a boy, named Shuvo.