An Individualised Education Plan, usually called an IEP, is a written plan for one child. It describes what the child needs in order to learn at school, what the school will do to help, and how everyone will know whether it is working. The word “individualised” is the point: the plan is built around one child, not a whole class.
Why schools use IEPs
Children learn in different ways and at different speeds. For a child with a disability or a learning difference, the usual way of teaching may not be enough. An IEP gives teachers, parents and specialists one shared plan, so that support does not depend on who happens to be in the room that year.
What an IEP usually contains
The exact format differs from school to school. Most follow the same core structure, set out clearly in the U.S. Department of Education’s IEP guide and echoed in Indian guidance such as the Delhi Directorate of Education’s instructions for preparing IEPs:
- Where the child is now. A description of current strengths, needs and performance, in learning and in everyday skills. This is often called the “present levels”.
- Goals. What the child can reasonably achieve over a year, often broken into smaller steps for a month or a term. Goals should be measurable. See how to write measurable IEP goals.
- Support and services. The teaching methods, adjustments, specialist help and equipment the child will receive, who provides them, and how often.
- How progress will be measured and reported. The methods used, and when parents will be told.
- Time with other children. How the child will take part in the regular classroom and school life.
- Review dates. When the plan will be looked at again.
- Planning for the future. For older students, plans for life after school, often called transition planning.
Who is involved
An IEP is written by a team. In the U.S. guide the team includes the parents, at least one regular classroom teacher, a special education teacher, and a representative of the school. In Indian schools the team may include the class teacher, the special educator or coordinator, the parents, and sometimes therapists or other professionals. Parents are full members of the team. They know the child in ways no one else does.
How often is it reviewed?
The U.S. guide says an IEP is reviewed at least once a year, and the team can meet sooner if the parents or the school ask. In India the schedule depends on the school and board. For example, the Delhi Directorate of Education’s instructions say that an IEP should be revised at least twice a year. Ask your school for its schedule, and remember that you can ask for an earlier review if something is not working.
IEPs in India
Indian law gives children with disabilities a right to inclusive education; see our guide to the RPwD Act. The Act does not lay out an IEP procedure itself. The practical detail usually comes from board and state guidance, such as CBSE’s guidelines on inclusive education and the Delhi Directorate of Education’s IEP formats. This means the layout of the plan, and how often it is reviewed, can differ from one school to another. Ask your school for its format.
Common misunderstandings
- “An IEP is a label.” It is a plan for support, not a judgement about what a child can become.
- “It is only for children with severe needs.” Children with a wide range of needs can have one, from learning differences to autism, ADHD, and physical or sensory disabilities.
- “It is written once and filed away.” A good IEP is a working document that is reviewed and changed.
- “It is only about marks.” Good IEPs also cover communication, behaviour, friendships and daily living skills.
Next steps
If a meeting is coming up, our parent checklist and our list of questions to ask will help you prepare.
Sources
- U.S. Department of Education, A Guide to the Individualized Education Program.
- Reading Rockets, A Closer Look at the IEP.
- Directorate of Education, Government of NCT of Delhi (Inclusive Education Branch), Instructions for preparing the Individualised Education Plan.
- Central Board of Secondary Education, Circular 65/2009: Guidelines on Inclusive Education of Children with Disabilities.
This guide is general information, not legal, medical or professional advice. If something here does not match your situation, please speak to a qualified professional.