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Can someone explain an IEP please?

(7 Posts)
YesAnastasia Mon 02-Feb-15 21:40:38

DS has Asperger's & we need an IEP.

This is a good thing right? What do I want from this? Is there something I should insist should be on there to make life easier for my boy?


fairgame Mon 02-Feb-15 21:54:01

It's just a set of targets in relation to a child's sen for example some of ds's current targets are to work independently for 10 minutes, not to run away from an adult and to be able to use a knife and fork.
An iep is not legally binding or enforceable. Iep's are usually reviewed every term.
What were you hoping to get out of an iep?

WhoKnowsWhereTheTimeGoes Mon 02-Feb-15 22:00:30

They've been replaced by Personal Plans now, but should still list the targets, the strategies that are going to be used to try and achieve them and have space for the outcome to be recorded. My DS has had them since Yr R (Yr 6 now), they have been very valuable in helping him progress through school. You can certainly suggest things, also if he is under speech or occupational therapy targets from those can be worked on at school.

PolterGoose Mon 02-Feb-15 22:09:22

Message withdrawn at poster's request.

YesAnastasia Mon 02-Feb-15 23:27:46

He's 5. I don't really like the idea because he struggles so much socially at school, I don't want more expectations put on him; more chances to fail or feel pressure then be overwhelmed.

The problem is that it's difficult to get him to do something if he has no interest in it so he's quite far behind in literacy. I know she wants to set 'targets' for that but I don't want to push him. It's coming slowly & don't care to set goals for the academic side of things.

He's a whizz at maths though & loves to play monopoly & shops with real money. He's like a sponge with numbers, bless him.

I think I would like to focus on socialising & relationships. Perhaps conflict resolution & understanding others.

What specifically has been valuable whoknows?

Can anyone else give me examples. Thanks for your replies.

WhoKnowsWhereTheTimeGoes Mon 02-Feb-15 23:36:59

They should break the targets down into small chunks that should be achievable in a term or two, so progress can be seen to be happening. DS has had all sorts on his, from social things like taking turns, improving eye contact etc, to literacy targets, targets for sitting still, organising himself, plus many from SALT and OT. He's never had one to one support, it has mostly been delivered by the class TA which isn't ideal as it's someone new each year.

Perhaps go in with a list of things you'd like him to achieve, plus any strategies you've used successfully at home and see what the school think.

BackforGood Mon 02-Feb-15 23:51:47

The new SEN/D Code of Practice no longer specifies what documentation has to be used to record targets - each local authority up and down the country, and, in many cases, each individual school can choose what they call the document. So some may call it a personal plan, some may call it a support plan, some a personal support plan, some will continue with the terminology 'IEP'. that's why you might get contrasting things people tell you about if it is an IEP or not.

That's really just 'language' though.

The value of it should be, that everyone working with him, decided together what it is most important for him to work on, over the next 3 months. It is eminently sensible that these are targets to do with his social skills and relationships rather than literacy, although if everyone at the meeting doesn't come to an agreement, then it's perfectly possible to have a target (or 2) relating to different areas.

The targets should be really clear "Yes's DS to be able to...." and they should be written in a way that is measurable - so "improve" "develop" "work on" is not the sort of language that should be in there, it needs to be more specific, and detailed.
Next column (on an old IEP, which they may still use, or it might be set out differently depending on paperwork they are choosing to use now) states how they are going to get him to reach that target - so it might propose some social/relationship group work - maybe a lunchtime club or some support within the playground if that is where he struggles.

You then have a document in which people (usually the school, but not always exclusively) have recorded that they will do x, y, and z in order to try and help him reach those targets. You might agree to work on one of the targets too (or it might not be appropriate, depending on target).
Next term, you review it together, and everyone is expected to report on the progress made.
As a parent, it's good, as it means you have a written 'promise' that {insert target} will be worked towards.

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