Learning to Write IEPs

Abstract

The Individualized Educational Program (IEP) is the foundation of instruction for individuals with disabilities. Therefore, learning to write and attach meaning to these documents is critical for preservice teachers. This article explores an approach to teaching IEPs during teacher preparation, which encourages preservice teachers to view the IEP as a relevant, purposeful document; reflect on their own learning styles; and consider the impact of the IEP on the learner. Implications for using this approach in teacher education programs are discussed.