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IEP stories

Students, whānau, parents, specialist staff, and school staff share their experiences of the Individual Education Plan (IEP) process.


Students talk about importance of including student voice and have some helpful tips for IEP teams on how to create a successful IEP process.

Ben talks to Annie, specialist teacher, about his IEP over the last two years since he left primary and started secondary school.

Whānau family

Whānau and families talk about their experiences as IEP team members and about the IEP process from primary through to secondary.

  • Tom's mum Leanne
    Tom's mum, Leanne, and teacher's aide, Sue, explain how narrative assessment and learning stories have changed the way the IEP process is done.
  • Parent to Parent NZ CEO Anne Wilkinson, and support parent Rita Harris talk about their experiences of the IEP process and offer tips for parents, whānau, families, schools, and IEP teams.


In this section school staff talk about their experiences as a member of the IEP team and how the IEP process works in different environments – Te Marautanga o Aotearoa and New Zealand Curriculum.

Note that school staff could include the classroom teacher, teacher's aide, specialist teacher, and Special Education Needs Coordinator (SENCO), and, at time, other members of the school staff and Ministry of Education Special Education staff.


Principals and senior management staff, from primary and secondary settings, talk about what they can do to support a successful IEP process in their school.

Specialist support

Specialist support staff – such as Resource Teacher: Literacy & Behaviour (RTLB), Ministry of Education, Special Education – and other support agencies talk about their experience of IEPs and the IEP process.

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