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