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