| This article discusses the meaning of an IEP. | | | | student when he or she reaches the age of eligibility. |
| An Individualized Education Program (IEP) is a legally | | | | The goal of the IEP is to ensure that every student |
| binding written document that is developed for each | | | | regardless of ability levels can achieve. While schools |
| eligible student with a disability. This document is in | | | | provide all of the resources available to serve the child, |
| accordance with the requirements of the Individuals | | | | oftentimes it is not quite enough. As a result, parents |
| with Disabilities Education Act (IDEA). The IEP must be | | | | look for outside resources to help their child achieve |
| individualized and specific to the needs of the students. | | | | their educational goals. Depending on the identified |
| These are the only requirements specified by law. | | | | disability, a child may be best served with the services |
| There is no formal written IEP document that is used | | | | of a private tutor. Some tutoring companies specialize |
| nationally. | | | | in assisting special needs children. When looking for a |
| In an IEP, the strengths and weaknesses of the | | | | tutor for the child, parents should make sure to ask if |
| students must be accurately assessed by a qualified | | | | the tutor is qualified to work with the special needs |
| authority such as the school's psychologist. Input | | | | child. Special education teaching credentials and |
| regarding the student's progress in school is collected | | | | experience is a great qualifier. Once a qualified tutor |
| from the assessment data, samples and data | | | | has been selected, it might be helpful to share the |
| collected from special and regular education teachers, | | | | contents of the child's IEP so that the tutor may get a |
| observations from parents, administrators, and other | | | | better understanding of the child's strengths and |
| support personnel most familiar with the student's | | | | weaknesses. Tutors will use the IEP as a basis for |
| academic needs. Results of the evaluation will be | | | | planning the child's program of study. The tutor should |
| tabulated by the special education teacher and will be | | | | be willing to conference with the child's special |
| used to determine specific goals of mastery for the | | | | education teacher. If the tutor is assisting the child for |
| student. The goals outline in this document must be | | | | the duration of the school year, it may be a good idea |
| very precise and measurable. These goals should be | | | | to invite the tutor to leave comments about the child's |
| stated such as, "The student will participate in a peer | | | | progress in the tutoring sessions, or a parent can invite |
| response group at least four out of five times each | | | | the tutor to attend the IEP meeting if feasible. Their |
| week." However, these stated goals must be agreed | | | | input will be beneficial in giving a well rounded view of |
| upon by the members of the team. Active team | | | | the child outside of a traditional classroom setting. |
| collaboration would be most beneficial in the | | | | Many special needs students have benefitted |
| construction of the student's academic goals. | | | | tremendously from the services of a private tutor. |
| There may also be some provisions in the document | | | | Unfortunately, many teachers, despite the federal |
| addressing the specific disability as well as the | | | | guidelines on the keeping the classroom size small, |
| implementation of a behavioral intervention plan. | | | | cannot provide one on one instruction as most of |
| Federal law requires that a behavioral intervention plan | | | | these students need. A private tutor can. A little more |
| be implemented for all special education students, and | | | | time and extra reinforcement can go a long way in |
| especially for those students who exhibit behavioral | | | | helping a special needs child achieve the goals of the |
| problems. Now, there is further provision in the | | | | IEP and great success academically. |
| document concerning transition services for the | | | | |