Introduction

Guiding principles for Individual Education Planning

• Access to an appropriate curriculum is the right of all students.

• The Department of Education’s Values and Purposes Statement and the Learning, Teaching and Assessment Principles underpin the Tasmanian Curriculum Framework for all children and young people in Tasmania. Responsibility for the learning needs of all students is central to the current curriculum reform process.

• For some students, in order to appropriately access the curriculum, an individualised education plan (IEP) is necessary.

• The IEP process aims to maximise the student’s access to and successful participation and achievement in school and community life.

• Within a Supportive School Community, the IEP process values and respects the diversity of students and their families and ensures a curriculum inclusive of all students.

• The IEP process is part of good teaching and learning practice. It acknowledges areas of individual need and the capacity of all children to learn. It encompasses assessment, goal-setting, teaching, review and reporting as a cyclic process, which values lifelong learning from before school through to post school life.

• The IEP process is consultative and brings together the contribution of families, school personnel, the student and other relevant people. The collaboration of stakeholders forms a partnership of individuals with shared responsibility.

• The IEP process acknowledges the right of families to participate and make decisions about the nature of their involvement. It enables all participants to focus on the content and context of student goals.

• School leaders are responsible for the management and support of the IEP process.

Purpose

From statewide consultation there was agreement that the primary purpose for developing Individual Education Plans is to provide a framework and guide for the child’s learning program, which is focused upon the individual child and relates to the general classroom program.

Definition

The term Individual Education Plan refers to both the ongoing process and the associated documentation that informs the education of a student with special and / or additional needs through describing, documenting, monitoring, reviewing and evaluating the student’s education program, support needs and learning outcomes.

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The key elements of the IEP process and the core components of the IEP document (the product) are fundamental to the effectiveness of individual educational planning. Statewide consistency is required.

Individual Education Planning: the process

The process allows consideration of how planning ensures students’ access to the curriculum and maximises their participation.

Individual education planning describes an ongoing process occurring across the educational life of students with special and / or additional needs. It extends from:

• participation in early childhood intervention services as described in an Individual Family Service Plan, through to transition to post school life as is described in a Transition Plan; and / or

• participation in early entry to school or acceleration programs through to post school life.

Individual Education Planning: the product

The IEP is the basis for educational planning for students with special and / or additional needs. It assists planning by making explicit the components of the teaching and learning process for that student.

The documentation is positive, dynamic and constructive in tone, and is user friendly for all stakeholders.

The core components of the (comprehensive) IEP:

• current skills, strengths and interests (and where appropriate, knowledge and understanding)

• additional supports required, and responsibilities

• prioritised goals

• measurable short term and long term goals

• strategies

• indicators of progress against goals

• timelines and review dates.

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