Individual Education Plans

An Individual Education Plan (IEP) is usually an ongoing planning-tool and a written record that is developed by the school and family, to outline the programming needs specific to the individual exceptional student. The Dyslexia Association of India provides its services to design an IEP along with your Childs “Primary” Class Teacher and the parent if the parent and the school are willing to consider.

When we provide our services to design an IEP, we usually design it as an outcome-oriented process, that promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation

If you are interested in this aspect of our service, please be in touch with us and we can schedule an appointment for you.

Most Parents ask us what would a typical IEP take into account. Typically an IEP recommended by us would take into account the following and then put forth a time based action plan.

A student's strengths
Student's Needs
Relevant medical/health information
Relevant tests or assessment results
Student's current level of achievement
Goals and specific expectations
Program modifications
Accommodations required
Special Education and related services
Assessment of strategies used and student's progress
Regular updates showing changes

An IEP can never be static. It usually is an evolving entity and the need of the child and the compulsions of academic achievement have to be balanced at all times.

Similarly for some students who have reached the age of 14 years and are in classes 8th and above, we assist in drawing up transition Plan’s and usually it:

Is based on the individual student's needs, taking into account the student's preferences and interests Includes instruction; related services; community experiences; the development of employment and other post-school adult living objectives; and, if appropriate, acquisition of daily living skills and functional vocational evaluation.

Realistic transition activities are outlined in the IEP. Developing skills for an unneeded labor market does not promote employment, and obtaining a job without transportation options compromises the possibility of success. Roles and responsibilities are written into the plan.

Examples of transition activities include

⇒ Assessing student needs, interests, or preferences for future education, employment, and adult living and
⇒ setting future goals in these areas
⇒ Identifying, exploring, and trying out transition placements those match the student's assessment and vision and providing experiences related to future goals
⇒ Instructing the student in the academic, vocational, and adult living skills needed to achieve transition goals, including self-determination
⇒ Identifying and providing the accommodations, supports, or related services the student needs
⇒ Helping families identify resources and natural supports
⇒ Providing or planning follow-up or follow-along support once the student develops independence in a transition activity.

The information given above is just the beginning of what can be a detailed process of helping the individual child.

An IEP shall be discussed in depth if you as a parent request for it. This is important, as the involvement of the child while taken for granted, often overlooks the fact that parents and the micro system that the child operates in are equally important in their commitment to helping the concerned child achieve his or her objectives.