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The IEP Process

Like all curriculum design in New Zealand, the IEP process is “a continuous, cyclic process” (The New Zealand Curriculum, page 37).

It brings together a team of people closely involved with the student to collaboratively plan a programme to meet the student’s needs. 

Teach and learn

Every aspect of the curriculum is important for students with special education needs. Access information on how to adapt the school and classroom environment, teaching and learning materials. Find out how to differentiate the content of the school and classroom curriculum so that students experience success.

Assess, review and report

Assessment is a process of learning for learning. It helps to plan next teaching and learning steps. See some assessment examples that involve the student commenting on their own work.

Agree and plan

Students with special education needs (as all students) make progress when those who know them best, plan and work together. Planning includes agreeing the next steps for teaching and learning.

Meet and set goals

Although IEP team meetings are only a small part of the IEP process, the team needs to agree on team processes, who is involved (while considering meeting size), and how the student is best involved.  Find tips and tools to help with the tasks required before, during and after an IEP meeting.

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