Individualised Education Plans for Children with Autism
For many children with Autism Spectrum Disorder (ASD), learning in a traditional classroom setting is difficult. Therefore, utilising personalised approaches is essential for enabling them to learn in a way that is most effective for them. To achieve this, many parents and teachers choose to implement Individualised Education Plans (IEPs), which are written educational plans for students designed to determine and record the necessary programming modifications, adaptations, and specific services needed.
When developing IEPs, a team of professionals, teachers, and parents are always involved. Involvement from all of these parties ensures that the children are getting the specific support they need. The process of IEP developments contains the following foundation:
Referral – If a teacher, parent, or school staff member believes the child would benefit from an IEP, they may refer them for an evaluation.
Evaluation – Assessments by autism professionals along with the classroom teacher are done on the child’s current levels of performance to determine if they are eligible for an IEP and what types of accommodations they would benefit from. A team of professionals, para-professionals, parents or guardians, and other monitors is also established during this stage and will facilitate the construction and implementations of the IEP.
Writing the IEP – The IEP is carefully written by considering the opinions of everyone on the child’s support team. This ensures that it is written with the consideration of the child’s priorities and goals. The IEP should include:
Specific goals for the child – Having personalised goals is a great way of tracking the child’s progress if it is measurable, achievable, and regularly monitored. Examples of goals include improving social skills, demonstrating communication skills, and minimising disruptive behaviour.
Accommodations and services the child requires – This determines what modifications they will receive to their learning. Examples of accommodations and services include sensory breaks, adapted classroom structure, and extended test-taking periods.
Present level of performance – Along with future goals, it is important to state how well the child is currently performing in classroom settings. This is included to not only make sure the child is receiving the proper accommodations, but also to make sure progress can be accurately tracked.
Demographic information – Information such as the child’s full name, date of birth, grade, classroom, relevant medical or social information, and the name of the parents or guardians should be included.
Team members – These are a list of individuals who contributed to the writing of the IEP and the evaluation of the child, including their titles, agencies, and roles.
Dates – Important dates such as the date of full implementation, the dates for review, and how frequent the child is being re-evaluated is essential for tracking progress.
Implementation – This is when essential elements and adaptations of the student’s program are put into practice.
The modification of the IEP – To ensure that the child is successfully benefiting from the IEP and striving in school, it is important that their progress is regularly monitored so that the IEP may be modified if needed. A thorough review of the plan should be completed at least twice a year.
The IEP of many students with ASD often includes differentiated instructions such as visual aids or other moderations to break down complex instructions. Although this is meant to benefit the specific student the IEP serves, it will most likely enhance the learning of all students in the classroom. Additionally, the presence of a student with an IEP fosters an inclusive classroom environment, promoting understanding and teamwork among all students. Therefore, an Individualised Education Plan is not only beneficial for the child with ASD, but it may also positively impact others in the classroom.
References
Abraham, C., & Gram, J. (2014). Individual Education Plans A Guide for Parents in collaboration
with the BC Confederation of Parent Advisory Councils Individual Education Plans: A Guide for Parents. https://bccpac.bc.ca/upload/2016/05/iep_guide_2014_0.pdf
Individual Education Plans: A Guide for Parents. (n.d.). Bccpac.bc.ca.
https://bccpac.bc.ca/index.php/resources/39-inclusive-education/45-individual-education-plans-a-guide-for-parents
Ministry of Education Office of the Inspector of Independent Schools Guidelines for Completion
and Presentation of Individual Education Plans (IEP’s) and Case Management Plans (CMP’s) Ministry of Education. (n.d.). https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/independent-schools/se_guide_iep_cmp.pdf
O’Shea, C. (2022, March). Individualized Education Programs (IEPs) (for Parents) - KidsHealth.
Kidshealth.org. https://kidshealth.org/en/parents/iep.html
Zauderer, S. (2024, July 11). Individualized Education Programs (IEPs) for Autism.
Www.crossrivertherapy.com. https://www.crossrivertherapy.com/autism/individualized-education-programs
