Individualized Ed
IEP - Individualized Education Program for autism
The IEP for each student with disabilities must include:
1) The student’s present levels of educational performance.
2) A statement of measurable annual goals, including benchmarks
or short-term objectives.
3) A statement of specific special education services, specific
related services, supplementary aids and services, and program
modifications or supports.
4) An explanation of the extent, if any, to which the child will not
participate with nondisabled child in regular education classes.
5) The projected date for initiation and the anticipated duration,
frequency, and location of the services and modifications
included in the IEP.
6) A statement of any individual modifications in the administration
of state or district-wide assessments of student achievement that
are needed.
7) Appropriate objective criteria, evaluation procedures and
schedules for determining, at least annually, whether the
measurable goals contained in the IEP are being achieved and
the extent to which that progress is sufficient to enable the child
to achieve the goals by the end of the year.
8) A statement of how the student’s parents will be regularly
informed of student progress.
9) A description of the type of placement needed to implement the
IEP in the least restrictive environment.
10) For students 16 years of age or older, the IEP must state the
transition services needed.
11) For each student, beginning at age 14 and younger, if
appropriate, the IEP must include a statement of the transition
service needs of the student.
12) Extended school year services, when needed.
13) One year before the student turns 18, include a statement that the
student has been informed of his or her special education rights that
will transfer to the student at age 18.
Copyright © 2008 Families for Early Autism Treatment Page 3
Play:
• does not imitate the actions of others
• does not usually initiate pretend games
• lack of spontaneous or imaginative play
Behaviors:
• may have tantrums for no apparent reason
• may be overactive or passive
• may perseverate on a single item, idea, phrase, word
Books
Asperger’s Syndrome, by Tony Attwood, Ph.D., 1998,
Future Horizons, Arlington, TX.
Facing Autism, Giving Parents Reasons for Hope and
Guidance for Help, by Lynn Hamilton, 2000,
WaterBrook Press, Colorado Springs, CO.
The Original Social Story Book, edited by Carol Gray,
1993, Future Horizons, Arlington, TX.
Thinking in Pictures, and Other Reports from my Life
with Autism, by Temple Grandin, 1995, Doubleday, New
York. Individualized Education Program for autism
