Intentional inclusion of the IEP in classroom planning

For students with disabilities, an IEP based on key outcomes and understandings is likely to be more age appropriate and connected to outcomes which are relevant to the learning of all students. Teachers are encouraged to adopt the ‘less is more‘ approach of the Essential Learnings curriculum. Such an IEP also seeks to avoid isolated instruction and repeated out-of-context practice.

It is the alignment with the curriculum area outcomes that supports the integration of the IEP into learning sequences/units of work planned for the class. Considering the IEP when planning learning sequences from the outset can facilitate the identification of authentic learning opportunities for the student within the classroom program and may increase their understanding of the ‘big idea’ being explored. It also allows the opportunity for organising relevant support materials to be prepared ahead of time.

For highly able / gifted students, the key understandings will be related to intellectual / affective level (rather than age / grade appropriate). It is important to remember that the IEP does not include every aspect of a student’s learning.

The individual education planning process attends to the specificity of the student’s learning needs in a prioritised way. In addition, there will be much further learning which occurs through the explicit general classroom curriculum. The IEP does not describe all the educational experiences of the student.

Further practical considerations and tips [Word 23KB] for teachers in managing the IEP process have been described to provide support in working with IEPs.

Some applications of the IEP model 

• George: a child with a disability in an early childhood class
• Frank: a student with a disability in a middle primary class
• Calvin: a highly able / gifted student in a middle primary class
  

For students with disabilities, refer also to stories published in the Inclusive Curriculum Project for other illustrations of IEPs in action.

(Note: The Essential Learnings Curriculum Framework provided the context for the work of teachers participating in the Inclusive Curriculum Project in exploring curriculum access and participation for students with disabilities. While the IEP examples given are referenced to this curriculum, the IEP approach is equally applicable to other curriculum frameworks.)
 

Amongst the Inclusive Curriculum Project Phase 1 work, take note of stories describing work by

• Kirsten:  examples of plannng sheets, IEP, learning opportunities grid and reports, plus video about the IEP process
• Rebecca:  an example of an IEP and an approach to documenting evidence of learning
• Anna:  examples of supports and accommodations and the learning opportunities grid
• Bron: an example of an IEP and the process undertaken in a special school setting
• Pam: an example of an IEP with key outcomes relating to communication
• Craig: examples from an IEP and a description of involving parents in the IEP process
• Sarah: an example from an IEP.
  

Amongst the Inclusive Curriculum Project Phase 2 work, take note of stories from

• Meander Valley: describing a team approach to supporting teachers through the IEP process
• a high school (Case Study 1) that describes steps in the IEP process
• a high school (Case study 3) that describes development of a Student Action Profile- incorporating components from the IEP format as a stream-lined communication tool between staff.