Department of Education
Learners first, connected and inspired
Guidelines for
Individual Education
Planning – Students
with Disability
Department of Education
Guidelines for Individual Education Planning – Students with
Disability
1. Principles

All students are capable learners.

All students are entitled to quality education experiences

The Department of Education’s Learner’s First Strategic Plan 2014-17 outlines the driving values that
support all learners of all abilities in all schools. These include the values of equity and excellence.

Meeting the learning and support needs for students is the responsibility of the school.

Students requiring educational adjustments have their priority learning goals, strengths, needs and
interests detailed in an Individual Education Plan (IEP).

The IEP process begins with consultations between the school and the student (wherever possible) and
the student’s parents or associate.

The IEP process values and respects the diversity of students and their families and ensures their valued
life outcomes form the foundation of the plan.

The IEP process is part of good teaching and learning practice. It acknowledges areas of individual need
and the capacity of all children to learn. It encompasses short-term goal setting, supportive teaching and
learning strategies, assessment, review and reporting as a cyclic process, which values lifelong learning
from before school through to post school life.

The IEP process is consultative and brings together the contribution of families, school personnel, the
student and other relevant people. The collaboration of stakeholders forms a partnership of individuals
with shared responsibility.

The IEP process acknowledges the right of families to participate and make decisions about the nature of
their involvement. It enables all participants to focus on the content and context of student goals.

School principals are responsible for the management and support of the IEP process.

Teachers have primary responsibility for implementation of the IEP.
2. Purpose
The primary purpose for developing Individual Education Plans is to provide a framework and guide to
inform the child’s learning programme, focused upon the aspirations, strengths and needs of the individual
child. Any adjustments to the teaching and learning programme, including links to the school year level
curriculum, must be detailed in the IEP. The plan provides clear and transparent documentation regarding
consultations and changes to student needs over time.
3. Definition
The term Individual Education Plan refers to both the ongoing process and the associated
documentation that informs the education of a student with disability. It is a written plan used to
describe, document, monitor, review and report on the student’s education program, educational
adjustments and learning outcomes. It extends from participation in early childhood intervention
services as described in an Individual Family Service Plan (IFSP), through to transition to post school
life as described in a Transition Plan.
Please refer to the online copy of this document (TASED-4-1274), located on the Tasmanian Department
of Education’s website to ensure this version is the most recent (Version 3.0). P a g e | 2
The key elements of the IEP process and the core components of the IEP document are fundamental to
the effectiveness of individual educational planning.
4. Individual Education Planning: The Process
Individual education planning describes an ongoing process occurring across the educational life of students
with disability. It extends from:
IFSP:
IEP:
ITP:
EARLY YEARS - FAMILY
FOCUS
DIFFERENTIATING
CURRICULUM TO PLAN
FOR TEACHING &
LEARNING
TRANSITION PLANNING
FOR FURTHER
EDUCATION, WORK,
COMMUNITY PROGRAMS
The process allows consideration of how planning ensures students’ access to the Australian Curriculum
(or curriculum relevant to the student’s year of schooling) and maximises their participation in the class
teaching and learning programme. At every stage of planning the following cyclic process applies:
Gather
Information
Review,
report &
update
Consult with
stakeholders
STUDENT
Implement
the IEP
Develop the
IEP
Please refer to the online copy of this document (TASED-4-1274), located on the Tasmanian Department
of Education’s website to ensure this version is the most recent (Version 3.0). P a g e | 3
IEP PROCESS CHECKLIST
 Assign primary responsibility for the IEP
Gather Information:
 Review the student’s records on the Student Support System (SSS), including any previous IEPs,
professional reports, attendance and behavioural information
 Establish a collaborative approach with a range of stakeholders
 Establish roles and responsibilities
 Observe the student
 Review the student’s current learning program
 Conduct further assessments, if required
 Consolidate and record information
Consult with stakeholders: (parent, teachers, support services staff)
 Ensure the student (where possible) and family /carer are consulted / involved and jointly set the
direction of the plan
 Consult with school staff, other professionals and establish on-going communication processes
Develop the IEP:
 Identify and record student’s strengths, needs and interests
 Identify goals and expectations aligned to the relevant curriculum
 Determine types of educational adjustments (curriculum, instructional, environmental) and
supports / resources
 Establish a monitoring cycle
Implement the IEP:




Ensure copies of the IEP are shared with all involved and uploaded to SSS
Implement the IEP through the teaching and learning program
Evaluate the student’s progress
Adjust goals, expectations, strategies and supports as necessary
Review and Update the IEP:
 Update the IEP in line with nominated review and monitoring cycles
 Report on student learning outcomes through the IEP in line with requirements of DoE

Assessment and Reporting Procedures
Develop a Transition Plan for students as required especially at key movement times
5. Individual Education Planning: The Product
The IEP is the basis for educational planning for students with disability. It assists planning by making
explicit the components of the teaching and learning process for the student and the educational
adjustments required to ensure access, engagement and with an appropriate learning program.
For students exempt from NAPLAN an IEP is integral to reporting student learning outcomes and is an
accountability tool to monitor and communicate the student’s learning growth.
The document is a written plan of action that is positive, dynamic and constructive in tone, and is
user friendly for all stakeholders.
The core components of the IEP include:

current skills, strengths and interests (and where appropriate, knowledge and understanding)

measurable goals and expectations for the student

educational adjustments and supports required in relation to the curriculum, instruction or environment
Please refer to the online copy of this document (TASED-4-1274), located on the Tasmanian Department
of Education’s website to ensure this version is the most recent (Version 3.0). P a g e | 4

assessment strategies and indicators of progress against goals

reporting processes to parents

timelines and review dates.

evidence of consultation with family /carer (as required within DSE, 2005).
Authorised by:
Position of authorising person:
Date authorised:
Developed by:
Date of last review:
Date for next review:
This documents replace:
Liz Banks
Deputy Secretary EYS
May 2013
Lynne McDougall
May 2015
December 2016
Version 2.0
Please refer to the online copy of this document (TASED-4-1274), located on the Tasmanian Department
of Education’s website to ensure this version is the most recent (Version 3.0). P a g e | 5