- Individualized Learning Plan (ILP)
- Individualized Training Plan (ITP)
- individualized Development Plan/ Development Plan (IDP/DP)
- Individualized Customized Teaching Plan (ICTP)

Ohio State University, Columbus

This is a plan or program developed to ensure that a child with an identified disability who is attending an elementary or secondary educational institution receives specialized instruction and related services.

Individual Education Plan (IEP)

Bachke, C. C. (2015). Individualized education plans: What characterizes the research? SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference, 3, 31. https://doi.org/10.17770/sie2015vol3.389 

Individualized Education Plans: what characterizes the research? 

Links Between Different Types of Educatiuon

Three important aspects need to be considered when instructors produce, use and evaluate an IEP. Instructors must have a thorough knowledge of the needs and readiness of each individual pupil, adapt the IEP to the goals and decisive values of the school’s national curriculum, and make the IEP useful and accessible while in practice. 

Important Aspects Of A Proper IEP

The IEP process is one of the most powerful aspects of the student’s education and therefore the IDEA mandates that parents are equal members in the creation of the IEP. Parents are therefore required to be included in the decision of evaluation and eligibility for their child’s special education services, placement, and the actual writing of the IEP. Educational research evidences that this type of family-school relationship is critical to support higher achievement for diverse student populations and create inclusive school practices.

Parents Stake In The Creation of the IEP

Topics generally include how to get parents to attend the meeting, overcome cultural and linguistic barriers, communicate with all stakeholders, which includes the general education teacher, and understand and adhere to the law.

Common Topics of Discussion When Constructing An IEP With Parent Instruction

U.S. public schools perpetuate harmful ability/disability binaries by viewing students with disabilities through a deficit lens requiring them to be "fixed" rather than questioning systemic structures. The authors propose integrating Disability Studies in Education (DSE) theory with Discursive Psychology (DP) methodology to analyze how everyday language practices in schools actively construct students as dis/abled. This synthesis enables new research questions focused on institutional discourse rather than individual pathology, revealing how talk in settings like IEP meetings organizes notions of "competent" and "incompetent" behavior. The framework aims to disrupt binary thinking and hierarchical power relationships embedded in school systems, ultimately guiding educators toward equity, inclusion, and rejecting medical deficit models.

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