STAKEHOLDERS IN

THE IEP PROCESS

BY JENNY STANEK
WHAT IS AN IEP?
• An Individual Education Plan is a personalized document which is
developed for a student who has special needs.
• It outlines goals, adaptations, modifications, services to be
provided, and measures for tracking achievement which are
personalized to the individual student.
WHAT IS INVOLVED IN THE IEP
PROCESS?
• In order for students to receive an IEP, they must first receive a
designation. The sooner a student is diagnosed/designated, the sooner
any concerns about them can be addressed. This process can be
lengthy, but it will eventually lead to them to gain access to meaningful
supports and resources.
• Once a student has received a designation, parents may make
requests to meet with the school-based team which has been assigned
to their child. This team will collaborate to create an IEP for the student,
and meetings will be held to address and update the IEP at least twice
per school year.
WHO IS INCLUDED AND CONSULTED
IN THE DEVELOPMENT OF AN IEP?
• The student and their parents/guardians
• A school-based team: the classroom teacher, education assistant
(EA), principal/vice-principal, integration support team (IST)
• Learning support team (LST), school counselor, child and youth
care worker (CYCW)
• Speech and language pathologist, behaviour therapist,
physiotherapist, occupational therapist etc.
• Community professionals (if applicable)
WHAT IS THE TEACHER’S ROLE?
• Designing, supervising, and assessing the educational program for their students.
• Identifying the responsibilities of personnel on student support teams pertaining to their
participation in the development, implementation, and monitoring of programs
described in IEP.
• Continually consulting with resource staff, parents and their students with special needs
to discuss student progress, educational programs, and specialized instruction as it is
needed.
• Determining specific objectives and goals for their students, and providing education
assistants with information about teaching practices, techniques, and strategies for the
implementation of instruction.
• Determining appropriate modifications and adaptations that are in line with students’
IEP goals.
• Actively participating in school-based team meetings and providing student work
samples, anecdotes, and/or other information pieces as evidence of the students’
progress.
• Providing informal, ongoing reports, and formal, written reports for parents.
WHAT IS THE PARENT’S ROLE?
• “The family is the expert on the child: School teams bring to the decision
making process expertise on curriculum, educational programming,
and knowledge of the interaction of the student in the school setting;
families bring an in-depth understanding of the needs of their children.”
(British Columbia Council of Administrators of Special Education, 2008)
• As parents know their child best, their input provides insights which lead
to a better understanding of the student’s strengths and stretches.
"Parents are entitled to be informed of a student's attendance,
behaviour and progress in school, and to receive, on request, annual
reports respecting general effectiveness of educational programs in the
school district. They are entitled to examine all records kept by the
board pertaining to their child, in accordance with the provisions of
Section 9 of the School Act." (BC Ministry of Education, 2016)
WHAT IS THE STUDENT’S ROLE?
• Depending on their age and/or their cognitive ability, many children do not
attend their own IEP meetings. As much as possible, students should be
consulted so that key information (such as their interests, learning preferences,
strengths, stretches, school goals) can be gathered from them. This information
can be gathered in various ways such as self assessments, interest inventories,
or interviews.
• “Students with special needs can contribute to the process of assessment and
planning for their own educational programs, and provide an evaluation of the
services available to them. Where appropriate, students should be consulted
on the development of the Individual Education Plan being created for them."
(BC Ministry of Education, 2016)
• “When students are given the opportunity and training to actively participate,
outcomes that include increased engagement in education, motivation and
ability to achieve goals, and the development of self-determination skills can
result.” (Cooper, 2014)
WHAT TOOLS CAN BE USED TO KEEP
THE STAKEHOLDERS ENGAGED?
• My school does not currently do this, but I think it would be helpful if parents were
provided with a document which describes what an IEP is; explains what the
various abbreviations mean; and offers a list of questions that parents may want to
ask to allow them to be fully-understanding and involved in the IEP process of their
child.
• Use a Strength Based Student profile to gather input from the student to allow
students to be part of the IEP process, as IEP meetings often occur without them
being present.
• Schedule IEPs during times which accommodate all the parties involved. My school
offers TOC coverage and often schedules IEP meetings during the school day, but
this may not be the most convenient time for parents as it may require them to
take time off work and make further arrangements.
• Keep communication between the student’s home and school support team
frequent and open. The classroom teacher and EA can touch base with parents
after school at the door or via email. This will allow parents to gain a sense of how
their child’s day/week is going at school, and it will offer them a chance to ask
questions/make requests as needed.
RESOURCES & REFERENCES:
Special Education Services: A Manual of Policies, Procedures and Guidelines, BC
Ministry of Education, 2016.

Student Involvement in IEP Meetings in British Columbia, Sophie Cooper, 2014.

Supporting Meaningful Consultation with Parents, British Columbia Council of