Who should have an IEP?

Prior to 2005, Individual Education Plans were required for students with disabilities in receipt of individual funding. This included students on the Category A register or those for whom individual support packages were provided by district funding.

Under the new Guidelines IEPs are required for:

1. Students who are on the Register of Students with Severe Disabilities.
    
   • Students on the Register on the basis of intellectual disability or autism are those for whom significant curriculum modification is needed. These students require the most comprehensive IEP, which describes supports and accommodations, plus curriculum modifications.
      
   • Other students on the Register, for example those with a physical disability or sensory impairment, may require an IEP which describes provision (through supports^gl and accommodations^gl) needed in order to access the curriculum. These students may not need curriculum modification^gl; therefore their IEPs will be less comprehensive.
     
2. Students with an intellectual disability who are not on the Register and for whom it has been agreed that the assessment continuum will not be used in reporting. Rather, the IEP will provide a major basis for reporting about learning. This agreement will be the result of discussion between the principal, appropriate teaching staff and parents /carers.

IEPs may also be used for:

• Students who do not meet the eligibility criteria for the Register of Students with Severe Disabilities but are identified at the school level as having personalised learning needs. The use of relevant features of the comprehensive IEP model will provide a framework for addressing specified outcomes.
• Students who have been identified as highly able / gifted and have associated particular learning needs. The IEP model will provide a structure for enhancing full engagement with the curriculum and addressing specified high-level outcomes.

Who shares responsibility for IEPs?

The IEP process is consultative, including the contributions of families, school personnel, the student and other relevant people, such as Special education Advisors, support teachers and other cluster support team members, staff from the Centre for Extended Learning Opportunities (CELO), Learning Services Physical Impairment Co-ordinators and Autism Consultants, and therapists.

Principals and the school leadership team are responsible for management and support of the IEP process.

Class teachers and support teachers are collaboratively responsible for implementing the IEP process and developing the IEP document.

Class teachers are responsible for the translation of IEP goals into practice including the supervision of teacher aides who may be responsible for implementing some parts of the IEP. Teachers have responsibility for reviewing and documenting progress.

Each year, schools should designate a teaching staff member responsible for coordinating the IEP process. This should be communicated to families early in Term 1.

Parents are key participants, with schools, in determining their child’s learning priorities as documented in IEPs. School personnel should consult with families from the initial stages of IEP development so that families can be actively involved in identifying priorities and in updating and reviewing the IEP. Parents may choose different levels of participation and involvement depending upon individual circumstances. Families may choose to include another person as a support for them in their participation in IEP meetings