In 1990, with the revisions to the Education of All Handicapped Children Act, the
Individuals with Disabilities Education Act (IDEA) was passed to guarantee that all children
with disabilities receive a free public education that would meet their unique needs and prepare
them for further education, employment, and independent living. With the IDEA, Individualized
Education Plans (IEP) were implemented for the students. These IEP’s are intended to help
teachers serve students with special needs and their families as well.
Claxton (2018) notes that one of the positive issues to an IEP is that the parents have a
right to attend and be active participants in the educational process of their child (p. 16). This
completes a working triangle between the student, teacher, and family. This working triangle
assists all entities for the betterment of the student. Even though all parents will not participate
in this process, it is the teacher’s responsibility to inspire family involvement. Teachers can
support the student and family by helping parents achieve the main goals for families. These
include creating a learning home environment, offering realistic expectations for their children’s
achievement and future careers, and be involved in their children’s education at school and in the
community (Claxton, 2018, p. 21).
Another positive issue that has surfaced from IEP’s is that it helps break down cultural
barriers. At times, families with children with special needs may be fearful to inject themselves
fully into society. A good teacher will embrace differences and work to assist these families and
make them feel comfortable with the education process and society in general. Practicing
cultural humility allows teachers to overcome the natural tendency to view one’s own beliefs,
values, and worldview as superior, and instead be open to the beliefs, values, and worldview of
the culturally and linguistically diverse parent (p. 24).
There is one potential negative connotation for IEP’s as well. Educators often look for
places to cut work load to increase class teaching time. IEP’s are an area that can be one of those
places. If a teacher does not take the IEP seriously, he or she can form generalizations for
answers to save time. Computer programs are also available that can give generic answers.
Keyes (2003) states importantly “We, as educators, must realize the importance and
personalization of the IEP’s. But when person centered planning methods are utilized, the
educators are known to show knowledge and appreciation for the child’s gifts, talents, and
aspirations” (p. 145). They also value and dignify the child’s involvement in IEP meetings and
show interest and seek input from all team members including family and friends. Keyes (2003)
also remarks that the educators also realize a more effective way to devote their valuable time,
especially after they experienced improved student outcomes and better home-school
collaborations with members of families and the community (p. 145).
I personally have not written an IEP and they were not developed during my education
time. I have home-schooled my children and utilized an informal type of IEP to monitor their
education. I am anxious to see how this formal program is employed in the school system and its
success. I believe as I work with the students and families in this area, I will be a good support
for them and can also be a good Christian witness at the same time.
References
Claxton, B. (2018). Planning, Writing, and Implementing an IEP: A Christian Approach.
Dubuque, IA: Kendall Hunt Publishing.
