What is an IEP (Individualised Education Programme)?
An IEP, or Individualised Education Programme (Individualized Education Program in the USA), is a written plan for a child with special educational needs. It records the child's current strengths and needs, sets clear and measurable goals, lists the teaching strategies, adaptations and support the child will receive, names who is responsible, and explains how and when progress will be reviewed with parents.
What goes into an IEP
- Present levels: strengths, needs and how they affect learning
- Annual or term goals, written as SMART goals
- Short-term steps towards each goal
- Teaching strategies, accommodations and modifications
- Support services and who provides them
- How progress is measured and reported
- Review dates and parent involvement
Writing SMART goals
Good IEP goals are Specific, Measurable, Achievable, Relevant and Time-bound. For example: 'By March, Aarav will read 40 high-frequency words aloud with 90% accuracy across three sessions.' Vague goals such as 'improve reading' make progress impossible to check.
Who writes the IEP
An IEP is a team effort: class teacher, special educator or SENCo, parents, and where available therapists and psychologists. Older children should help set their own goals. Shadow teachers often collect the day-to-day observations that make reviews accurate.
IEPs around the world
In the USA, IEPs are required by law for eligible students under IDEA. In England, children with significant needs may have an Education, Health and Care Plan (EHCP), and schools also use SEN support plans. In India, schools increasingly use IEPs under inclusive education policy, and many international schools use them everywhere.
Learning to write IEPs
IEPs are a focus of LCT's PG Diploma in Special Education Needs and the Master Level, which is built on a PG Diploma in SEN with IEP, Autism and ADHD.
A simple IEP example
- Child: Riya, 7, Class 2, autism; strong visual memory; finds transitions hard.
- Goal: by the end of term, Riya will move between activities using her visual schedule with no more than one prompt, on 4 out of 5 days.
- Strategies: visual schedule, two-minute warning, transition object, praise.
- Responsible: class teacher and shadow teacher; parents use the same schedule at home.
- Review: fortnightly tally; IEP review meeting at end of term.
Common IEP mistakes
- Vague goals that cannot be measured
- Too many goals at once
- Strategies that are not actually used in class
- No regular review
- Parents left out of decisions
How an IEP meeting works
- Review the child's progress since the last meeting
- Hear from parents, teachers, therapists and the child
- Agree updated goals and strategies
- Decide who does what, and when
- Set the next review date and how progress will be shared
Accommodations vs modifications
An accommodation changes how a child learns or shows learning, such as extra time, a reader or a quiet room. A modification changes what the child is expected to learn, such as fewer or simpler spelling words. IEPs should say clearly which are in place.
Turning vague goals into SMART goals
- Vague: 'Improve reading.' SMART: 'By the end of term, read 30 decodable CVC words aloud with 90% accuracy in three consecutive sessions.'
- Vague: 'Behave better.' SMART: 'By March, use the calm corner instead of leaving the room on 4 out of 5 occasions when upset, with one visual prompt.'
- Vague: 'Be more social.' SMART: 'Within 8 weeks, take turns in a structured board game with one peer for 5 minutes, twice a week.'
How progress is measured
Good IEPs say exactly how progress will be checked: tally charts for behaviour goals, short weekly probes for reading or maths, work samples, and observation notes. Shadow teachers and assistants often collect this data, so it should be quick to record. At review meetings, the team looks at the data, celebrates progress and adjusts goals or strategies that are not working.
IEP review checklist
- Is each goal still relevant?
- Do we have data for every goal?
- Which strategies worked, and which did not?
- What do parents and the child say?
- What support continues, increases or fades?
- When is the next review?
Roles in the IEP team
- Class teacher: adapts everyday teaching and records progress.
- Special educator or SENCo: coordinates the plan and specialist support.
- Shadow teacher or assistant: delivers strategies and collects daily data.
- Parents: share what works at home and agree goals.
- Therapists: set and advise on speech, motor or behaviour goals.
- The child: shares views and helps set goals as they grow older.
Frequently asked questions
How often is an IEP reviewed?
Usually at least once a year, and often each term.
Can parents ask for changes to an IEP?
Yes. Parents are part of the IEP team and can request reviews.
Who can see a child's IEP?
The child's parents and the professionals working with the child; it should be kept confidential.
Is an IEP the same as an EHCP?
No. An EHCP is a legal plan in England; an IEP is a school's individual teaching plan.
How many goals should an IEP have?
Usually a small number of priority goals, often three to six, so they can be worked on and measured.
Who collects IEP data?
Teachers, assistants and shadow teachers, using quick tallies, probes and work samples.