Prior to 1975, public educators were exempt from providing equitable access to educational resources for students with disabilities. The 1975 passage of the Education for All Handicapped Children Act required public schools to make accommodations for physically or learning disabled children. In 1997, the Individuals with Disabilities Education Act guaranteed all disabled students the right to a comprehensive, written education plan that was individualized to the student's particular needs and accommodations. The written plans are called Individualized Education Plans, or IEPs.
There are three main components to an IEP. The first component is an analysis of the student's previous educational performances and experiences. Typically the analysis portion of an IEP includes statements from psychologists or therapists, samples of student work, statements from previous teachers and scores from standardized assessments. The second aspect of an IEP is a detailed description of the accommodations necessary to guarantee the student equal access to educational material. Accommodations might include extra time on tests, preferential seating in the classroom or the use of graphic organizers. The third element of an IEP is a description of educational or social goals for the student. Goals are typically assigned on a timeline that describes when the special education team expects the student to achieve each objective. The team reviews the goals at the student's future IEP meetings.
IEPs are required for any student accepted into a special education program at a public school. All IEPs outline educational accommodations and outcomes for each student. However, some IEPs also describe behavioral goals for students who have been diagnosed with behavioral disorders that interfere with education. Individual education plans that describe behavioral goals or accommodations are called 504 plans, as they are protected under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. A 504 plan can be incorporated within an IEP or created separately for a child who has behavioral disorders but does not qualify as disabled to receive special education benefits.
The individual education plan is an essential component to ensuring that students with disabilities are afforded the same educational opportunities as their non-disabled peers. IEPs provide teachers with specific instructions regarding the appropriate assessment and instructional strategies for students with disabilities in their classrooms. IEPs provide staff and special education teams with a means of recording a student's progress toward measurable educational goals. Such analysis provides future insight as to the effectiveness of specific accommodations for a particular student.
Individual education plans do not provide special education students with an advantage over other students. Students on IEPs require reasonable accommodations just to achieve the same access to education resources as their non-disabled peers. IEPs serve to level the educational playing field so that all students are able to demonstrate knowledge and ability.