3. Writing an Individualized Education
Plan (IEP)
Well written IEPS are based on philosophies, evidence-based principles and theories,
relevant laws and policies, diverse and historical points of view, and human
issues. Special education teachers understand how these influence professional
practice, including assessment, instructional planning, implementation, and
program evaluation. Special educators understand how issues of human diversity
can impact families, cultures, and schools, and how these complex human issues
can interact with issues in the delivery of special education services. They
understand the relationships of organizations of special education to the organizations
and functions of schools, school systems, and other agencies. (1)
Special educators also know and demonstrate respect for their students first
as unique human beings. Special educators understand the similarities and differences
in human development and the characteristics between and among individuals with
and without exceptional learning needs (ELN). (2)
Individualized decision-making and instruction is at the center of special education
practice. Special educators develop long-range individualized instructional
plans anchored in both general and special curricula. In addition, special educators
systematically translate these individualized plans into carefully selected
shorter-range goals and objectives taking into consideration an individual’s
abilities and needs, the learning environment, and a myriad of cultural and
linguistic factors. Special educators also develop a variety of individualized
transition plans, such as transitions from preschool to elementary school and
from secondary settings to a variety of postsecondary work and learning contexts.
Special educators are comfortable using appropriate technologies to support
instructional planning and individualized instruction. (7)
SAMPLE: Previous IEP by Copel as per Dr. Katz specifications: Fall 07