An Individualized Education Program (IEP) is a written statement of the educational program designed to meet the student’s needs and is developed by a team.  It includes a detailed description of what will be done to give the student the extra help needed.  The IEP is not a static plan; it changes based on the student’s needs.

An IEP specifically includes:

• Present levels of academic and functional performance
• Annual goals
• Measurements of progress and how progress will be shared
• What special education and related services will be provided
• How the child will access the general education curriculum
• The modifications or supports that will be provided
• Which assessments will be administered
• Descriptions of what assistive technology student may need
• Discussion of services for when school is not in session (summer break, winter break, etc.)
• Transition planning for children 14 ½ and up

Your child with a diagnosis of Asperger’s Syndrome is eligible for services under the ‘Autism’ special education eligibility category.

“Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Autism does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disability. In addition, autism shall include, but not be limited to, any Autism Spectrum Disorder that adversely affects a child’s educational performance.” (pg. 24)

In section 14-8.02(b) in 105 ILCS 5/1408.02(b) (the Illinois School Code), additional factors are to be considered by the IEP team when a child is diagnosed with a disability on the Autism Spectrum:

• The verbal and nonverbal communication needs of child
• The need to develop social interaction skills and proficiencies
• The needs resulting from child’s unusual response to sensory experiences
• The needs resulting from resistance to environmental change or change in daily routines
• The needs resulting from engagement in repetitive activities and stereotyped movements
• The need for any positive behavioral interventions, and supports to address any behavioral difficulties resulting from autism spectrum disorder
• Other needs resulting from the child’s disability that impact progress in the general curriculum, including social and emotional development