Running Head: IEP BOOK SUMMARY
IEP Book Summary: Chapters One Through Four
Amanda L. Henriksen
EDUC 521
Dr. Margo Turner, Online Faculty
Liberty University
1
IEP BOOK SUMMARY2
Introduction
The concept of an Individualized Education Plan (IEP) was created in order to ensure
children are educated to the fullest capacity, regardless of differences in learning needs. An IEP
is ultimately a foundation and building block for students in need of special education and has
been in the education system for quite some time, with the earliest forms of efforts dating back to
the fifties. There are many factors that are required in order to assist an IEP in being successful.
Among these, students with an IEP require the support of the school system, the teachers, the
parents, and the community. An IEP sets clear, attainable goals for the student, while listing all
positives and negatives. This plan gives a child the greatest possible chance of growing and
advancing through education, as well as in the personal life. The summary presented outlines the
law and defines students with special needs, as well as addressing the parental involvement and
IEP process, levels of academic achievement, goals, and a Christian perspective.
Chapter 1: The Law and Students with Special Needs
The education system has come a long way for students with special needs. Adaptations
and programs were created in order to help students achieve, dating as far back as 1958, assisting
students with various hearing disabilities. Not too far behind were training programs in order to
assist educators in being able to education students with disabilities. Prior to these positive
changes, students with disabilities were mistreated and had no hope. The Education of All
Handicapped Children Act (EAHCHA) was created in 1975, in order to protect the rights of
students with disabilities, as well as providing them with the necessary support to improve their
education circumstances (Claxton, 2018). Several years were needed for society to be able to
understand disabilities and the way that they could be more appropriately assisted. After an
IEP BOOK SUMMARY3
extended period of time with EAHCHA, came the Individuals with Disabilities Education Act
(IDEA) in 1990. IDEA opened a plethora of doors with students with disabilities, as prior to this
there were still laws that excluded children with various disabilities, excluding them from the
same right to an education as students without disabilities. Clearer regulations were created in
order to define a child with a disability, as well as the idea of free appropriate public education
(FAPE).
Chapter 2: Parents and the IEP Process
“In 1997, IDEA mandated that schools provide an opportunity for active participation of
parents as decision-makers for their child” (Claxton, 2018, p. 14). The government understood
the necessity to include parents in the decision making of the education plan of the child and
demonstrated that an IEP should have contributions from the various aspects of a child’s life, as
each would have a different view point. Educators are able to see what goes on in the classroom,
while parental figures are able to observe and see what goes on in the home. When a parent is
more involved, learning is ultimately encouraged and high expectations are more likely to be
achieved. Communication is typical key; however, it can also be perceived as a barrier with
parent involvement. There are a lot of logistical terms that parents are initially unaware of, which
can cause the feeling of intimidation (Claxton, 2018). While the intention of an IEP has its
positives, various obstacles such as the logistics, cultural barriers, communication, and parental
status (married or divorced) might provide a negative outlook.
Chapter 3: Present Levels of Academic Achievement and Functional Performance
There are several steps that need to be taken in order to implement an IEP. The first of
these steps is completing the Present Levels of Academic Achievement and Functional
IEP BOOK SUMMARY4
Performance (PFAAFP). The PFAAFP creates a foundation in order to develop reasonable goals
for students with special needs (Claxton, 2018). A PFAAFP highlights the limitations of the
student, as well as the student’s strengths. The foundation of PFAAFP is pivotal in creating a
successful plan for students, as it includes the current performance level of the student and the
impact the disability has on the general education curriculum (Claxton, 2018). Afterwards, the
IEP team is able to complete the remainder of the IEP. The information provided in the PFAAFP
is formed through a variety of assessments. The IEP team examines the academic achievement
and functional performance of the student. Academic achievement merely refers to the
achievement attained in core academic subjects, such as math. The functional performance refers
to the skills and activities that are not academic (Claxton, 2018). While functional performance
might not seem relevant, Claxton (2018) suggests that it can actually impact education
achievement.
Chapter 4: IEP Goals
Academic achievement and functional performance are the basis of the goals and services
that will be outlined in an IEP (Claxton, 2018). In the IEP, measurable annual goals are created in
order to give students a future full of hope. Annual goals are created in order to assist in guiding
a student’s success. Everyone involved in the IEP process plays a special role in providing input
and guidance, which ultimately helps the child grow in all aspects of his or her life. As
previously mentioned, the creation of an IEP requires a team consisting of the school, teachers,
parents, and anyone else integral to the growth of the student. Measurable annual goals identify
all of the areas of growth a student needs, including elements of academic, functional, social,
behavioral, and anything else that may be relevant (Claxton, 2018). The primary purpose of
IEP BOOK SUMMARY5
Measurable annual goals is to create a basis for the success of the coming school year, and this
can easily be attained through the patience and support of the student’s educators.
Christian Perspective Gained
God is the ultimate planner, decider, and provider, and our hearts and minds should be
set on His plan and His purpose. We are instructed to “Train up a child in the way he should go,
Even when he is old he will not depart from it” (Proverbs 22:6, New American Standard Bible).
Followers of Christ have a clear advantage to education over secular educators—they have the
love and guidance of a God that provides wholesome, appropriate, and clear direction. Even
God-fearing educators that teach in a secular setting are able to apply what God has to offer. 2
Timothy 3:16 assures us that “All Scripture is inspired by God and profitable for teaching, for
reproof, for correction, for training in righteousness” (NASB). While we may not be able to
directly speak of God and what He has in store for his precious children, we are able to use and
apply the direction he has given. Regardless of the background of a student, basic biblical
application of the fruits of the Spirit can provide everything an educator should give to students,
including elements of love, patience, joy, peace, and kindness. It is our duty as believers and
educators to provide students, especially those with special needs, the education that they need
and deserve.
Conclusion
There is a lot of work that goes into the creation of an IEP in order to ensure the success
of a child with a disability. The laws for students with special needs have grown and changed
over the better part of 60 plus years. The implementation of IDEA created more opportunities for
students with disabilities and prevented the exclusion that they previously encountered, including
IEP BOOK SUMMARY6
the right to FAPE. The concept of it taking a village to raise a child rings clear in understanding
the process of creating an IEP. It requires the involvement of the entire village to ensure the
success of a student with a disability in all aspects of his or her life. This village of individuals
needs to assess the academic achievement and functional performance of the student in order to
provide appropriate insight into the student’s strengths and weaknesses, as well as to create a
plan full of goals that will ensure the highest level of success for that student. In that, it is
important as Christian educators to also provide the love of Christ through our teaching and
building of God’s children.
IEP BOOK SUMMARY7
References
Claxton, B. (2018). Planning, writing, and implementing IEPs: A Christian approach. Dubuque,
IA. Kendall Hunt. ISBN: 9781524952938
