What is an IEP? Does My Child/Student Need one?
Virginia Woronoff, M.S., CCC-SLP
Bilinigual Speech Pathologist at Communicate with Kate Speech Therapy
Individualized education plans (IEPs) are legally binding documents in the United States that all students receiving any type of special education services (including speech therapy) are entitled to. The document serves to ensure that students receive any accommodation that they need to succeed academically. If you are planning to move to the US in the upcoming six months to a year it is important to have an IEP put together for your student as that document will help ensure a continuum of care once they arrive at their new school in the US.
Are IEPs necessary in Mexican schools?
In Mexico, some international and local schools create IEPs for students receiving special education services or supports from an external therapist. Although the document is not legally binding in Mexico, it serves to inform the teachers, parents, psychologists, and therapists working with that student to collaborate and ensure treatment plan + accommodation consistency across settings.
What should an IEP include?
In the US most school districts have specific formatting requirements and programs that they use to create IEPs. In Mexico, IEP programs or district wide templates are not used. When creating an IEP for your students (or requesting one from your child’s school) be sure to include the following sections:
Personal/background information: name, age, grade, teacher, spoken language(s)
Goals: measurable goals of special education teacher + external therapists
Of note: In Mexico, the school is not responsible for targeting the goals of the external therapists on the IEP document. They are there so that the team has the opportunity to hear about the student’s progress + discuss any accommodations that may be necessary to support them at school.
Accommodations
Strengths + Areas for Growth
All of the team members present for the meeting
How often should an IEP be updated?
IEPs are updated annually. In the event that a student needs new accommodations or goals an addendum meeting is held. IEPs are working documents. For this reason, updated copies of the document are to be provided to the team members annually and after addendum meetings.
Can students attend their own IEP meeting?
This is up to the team based on student readiness. Typically younger students are not invited to their IEP meetings. That said, students who are old enough to understand are allowed to attend. It can be a great opportunity for them to practice self advocacy and take ownership over their education.
Who should create the document and be present for the meeting?
Traditionally, your child’s special education teacher or speech language pathologist will create the document and lead the meeting. They will be sure to collect input from all team members on student’s goals, strengths, and areas for improvement. The team consists of classroom teachers, special education teachers, school principal, parents, and therapists (speech, physical, occupational, counselor, ect). Parents and teachers are required to attend the meetings and therapists are highly encouraged to attend. In the event that a team member cannot attend and the meeting cannot be rescheduled, it is recommended that the missing member email their notes for the team to review in their absence.
A huge benefit of IEP meetings is the opportunity to collaborate with all of the adults in your child/students life who are supporting them and wanting to see them succeed. If you suspect your child/student needs an IEP, email your child’s school and speech pathologist as soon as possible so that they can help you bring together the team and create the document.
Written by Virginia Woronoff, M.S., CCC-SLP
Virginia (Gigi) is a bilingual ENG/SPA Speech Pathologist who is passionate about supporting educators, parents and other health professionals working with bi/multilingual children. Gigi is orginally from the USA.