Supporting Students With IEPs

One of the students in your class this year has an IEP. This is brand new to you and you’re not sure what to expect, what you need to prepare, or how you can best support this student in your classroom. Where to begin? Start here with these tips to support students with IEPs legally, practically, and authentically in your classroom.

1. Understand your legal responsibilities.

Take a look at the accommodations this student has on their IEP. Just like with students with 504 plans, any accommodations documented in the IEP must be offered and carried through in the classroom throughout the school year. This might include things like creating an individualized schedule for the student, modifying assignments, arranging for a different location for them to take tests in, etc. Also take a look at the student’s service matrix and what services they will be receiving each week. Your role as a general education teacher in supporting the legalities of an IEP is to help ensure that students are receiving their accommodations and services each week.

(For more information on how to find and analyze sections of an IEP, check out How To Read An IEP.)

2. Coordinate schedules.

At the beginning of the school year, you will need to communicate with the service providers at your school to schedule the times students will receive any services pushed in (when a provider comes into your classroom to work with a student) or pulled out (when a provider pulls a student out of your classroom to deliver services). Once these times are in place, take a look at how these times will fit in with your classroom schedule. How can you work around the times this student will be receiving services to make sure that they still have access to instruction and classroom community throughout the school day? Small ways that you can work to cultivate your classroom community can make a huge difference in students’ experiences at school and how welcomed they can feel in your classroom.

3. Establish expectations.

Considering your knowledge and past experience, if applicable, with this student, ask yourself what classroom expectations may need to be altered or added onto for this student to both enjoy their time in and find success in your classroom. Think about how you could create a quiet space in your room for this student to work independently if they are easily overstimulated. Where can they go to take a break if they need one, and what system will the two of you have in place to help them be able to tell you privately that they need a break? Will any sensory tools help them succeed in the classroom environment, such as a wiggle seat cushion, noise canceling headphones, or fidgets at their desk? Are there classroom rules that you might need to talk with the student about in advance, and let them know of alternatives? Consider meeting with the student and/or their caregivers prior to the start of school.

4. Set up systems for feedback.

Preemptively create space for feedback to and from everyone in this transition. How will you and your student maintain open communication at school, so that they feel comfortable sharing with you if they need help or something needs to change? How will you communicate with the students' caregivers each day? How can they communicate back to you? How will you stay in communication with the service providers at your school to make sure everyone is on the same page to support your students? Often, these connections can be as simple as scheduled weekly check-ins, a schedule for yourself to send notes, or whatever else works best for you and the way that you run your classroom.

Remember that there is no expectation for you to be perfect - and in fact, none of us are! Especially if you are new to working with students that receive SDI, there will be many things to learn and mistakes to make along the way. Above all, focus on what your students need, and remember that you are doing a fantastic job! For more information on how to support and implement students’ IEP goals in the general education classroom, read here.