Primary years Individual Education Plan (IEP)

An Individual Education Plan (IEP), is a personalised plan designed to help your child thrive in school.

It’s not just any plan, it’s tailored specifically to fit your child’s unique learning needs, focusing on their strengths, interests, and the best ways to support their learning. Whether your child faces learning challenges, needs extra help, or isn’t being stretched enough by the regular curriculum, an IEP can make all the difference.

Who benefits from IEPs?

IEPs are flexible and can be developed for children of all ages. They are especially beneficial for students with specific educational needs, including:

• Children with learning difficulties or disabilities
• Children in out-of-home care
• Aboriginal and Torres Strait Islander children
• Children involved with the youth justice system
• Gifted and talented children who are not sufficiently challenged by the standard curriculum

What makes a good IEP?

IEPs vary in terminology and structure across different states to align with local educational policies. In some states, they are called Individual Learning Plans (ILPs). They should all be designed to create an environment where students can achieve their learning potential. 

An effective IEP should include:

• ‍Learning goals: Define specific, measurable objectives tailored to the student's individual needs and goals, providing a clear path to help them achieve these. 
• ‍Strengths and interests: Understand the student's unique abilities and interests and align learning activities with these to increase engagement.
• ‍Preferred learning styles: Identify the student's most effective learning style—visual, auditory, or tactile and adapt teaching methods where possible. 
• ‍Barriers: Recognise potential challenges that may prevent the student from learning or participating and implement strategies to address them.
• ‍Adjustments: Specify any necessary accommodations or supports required to facilitate the student’s access to the curriculum and participation in school activities.
• ‍Monitoring: Establish regular assessment procedures to track progress and adjust teaching strategies as needed to ensure the student remains on track to meet their educational goals.

The role of parents and guardians in IEPs

Parents and guardians play an important role in the development and success of ILPs. By actively participating in the planning process, they can offer invaluable insights into their child's needs and preferences. Parents can support their child's learning at home by reinforcing strategies and support provided at school. They can also provide feedback to the school on their child's progress and any adjustments needed.

This collaborative approach ensures that the strategies implemented at school are complemented by supportive actions at home.

Initiating an IEP

‍Starting an IEP can happen in a few different ways. Schools may take the initiative to identify students who might benefit from having one. Parents can also request an IEP if they have concerns about their child's learning or wellbeing. Teachers might recommend an IEP based on what they observe in the classroom throughout the year.

Who should be involved in an IEP?

The development of an IEP is a collaborative process, which involves different people from the school along with the child’s parents/carers. IEPs typically involve:

• Parents/carers
• The student, when appropriate, empowering them to understand and advocate for their educational needs
• Inclusion support teachers and staff. Sometimes known as a learning support unit.
• The child's teachers 
• The child’s therapy team, where appropriate, including speech therapists, occupational therapists, psychologists etc 
• Sometimes, the school principal, deputy principal or head of the school year will also be involved. This collaborative approach ensures everyone is on the same page, making the IEP most effective.

Encouraging student involvement

Involving students in the IEP process is important where possible. It not only helps them understand their educational rights but also teaches them self-advocacy skills. Encouraging student participation helps develop a sense of ownership and responsibility towards their learning goals, improving their motivation and engagement.

Navigating your child's first IEP

Preparation is key! Before the meeting, take some time to think about your child's educational journey so far. Consider their strengths, areas of need, interests, and any specific goals you have in mind for them. Think about what has worked well in the past and any strategies or adjustments that have been particularly effective. This preparation will enable you to contribute valuable insights during the meeting.

• Identify strengths and needs: Consider your child's abilities and challenges. For example, they might excel in understanding new concepts but struggle with fine motor skills like handwriting.
• Define goals: Set clear, achievable, measurable goals for your child, whether they relate to learning outcomes, social interactions, organisational skills, or emotional regulation.
• Consider effective strategies: Think about the teaching methods and learning environments that have been successful for your child, such as using visual aids or creating a distraction-free workspace.

Engage your child in the process

If appropriate, involve your child in the preparation. Encourage them to think about their own learning preferences and any challenges they face. If they'll be attending the meeting, they might prepare some notes or examples that express their thoughts and feelings, such as drawings or recordings, making the process more inclusive and centred around their perspective.

Bring support

Consider bringing a close friend, family member, or advocate to the meeting. This person can offer support, take notes, and help address all your points. It can be overwhelming to be alone in these meetings and having a support person there will help give you confidence if you need it. 

Building strong relationships

A positive relationship with your child's educational team is critical. Approach the meeting with openness, ready to listen and collaborate. This collaboration is crucial to create an IEP that accurately reflects your child's needs and goals and gains the support of teachers.

Reviewing and monitoring progress

Ideally, IEPs should be monitored continuously with a review once a term. You can request additional meetings if needed. In between meetings, stay in communication with the school, sharing updates on your child's progress and any concerns that arise. 

Supporting your child's IEP at home

An IEP extends beyond the classroom, incorporating skills your child can practice through daily activities and routines at home. Parents/carers can create opportunities at home to practice and reinforce these skills. For example, to support “organisation”, create a visual schedule to help your child remember their morning or afternoon tasks. For “completing homework”, establish a routine and use a reward system to motivate and track progress.

If you're unsure about how to best support your child's IEP at home, you can ask their teacher for advice and guidance.