Developing Person-Centered IEPs

• Published in: Intervention in school and clinic Vol. 38; no. 3; pp. 145 - 152
• Main Authors: Keyes, Maureen W., Owens-Johnson, Laura
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.01.2003; SAGE PUBLICATIONS, INC
• Subjects: Beliefs; Case Studies; Disabilities; Educational Policy; Elementary Secondary Education; Emotional Response; Family (Sociological Unit); Individualized education programmes; Individualized Education Programs; Individualized Programs; Learning disabled students; Meetings; Money Management; Outcomes of Education; Parents; Person centred; Planning; Program Development; Self Advocacy; Social Networks; Special Education; Student Educational Objectives; Students with Disabilities; Teaching Methods; USA
• ISSN: 1053-4512; 1538-4810
• DOI: 10.1177/10534512030380030301

Individualized Educational Programs (IEPs) must be reviewed and revised at least annually as stipulated by the Individuals with Disabilities Education Act (IDEA). Reauthorization of IDEA in 1997 included specific requirements for students with disabilities and their families to become full-fledged participants on IEP teams. The change signaled a movement from an institution-centered to a person-centered approach. This article outlines person-centered planning (PCP) methods to assist parents and professionals in this process. First, we offer a brief review of literature summarizing parents' and professionals' opinions about the value of the IEP. Then, two methods of person-centered planning are explained and illustrated via two case studies. We describe our uses of PCP methods for IEPs and finally conclude by suggesting ways that PCP methods may improve the overall outcomes for students in special education programs.