The Importance of Individualization in IEPs: Inspired by Advocate Joanna Spears

The Need for Individualization in IEPs

Ah, the intricate dance of Individualized Education Programs (IEPs) in high school—such a wonder to behold, wouldn't you agree? And yet, how often do we, as advocates, encounter the rather spirited refrain from schools: “Well, in high school, we don’t offer that,” or “Our students usually all take this course.” Such phrases seem to elevate institutional norms as immutable standards, while the student, with all their unique needs, is relegated to the sidelines. To these well-intentioned yet misguided responses, we must gently but firmly respond: the "I" in IEP stands for Individualized. It’s not a mere decoration, nor a suggestion. It is, in fact, a mandate, rooted in law and research, existing to ensure that every student's specific learning profile is met with respect, precision, and flexibility.

As my esteemed colleague, Joanna Spears, often points out, an IEP is not a generic template that can be easily adjusted at the edges; it is a carefully crafted, student-centered document that reflects each learner's unique strengths and needs. This focus on individuality aligns with the IDEA (Individuals with Disabilities Education Act), which stipulates that schools must “provide a Free Appropriate Public Education (FAPE) that is tailored to the individual needs of each child” (IDEA, 2004). Research underscores that individualized planning, implemented with fidelity, is essential for meaningful educational outcomes in students with disabilities. According to Smith et al. (2021), students with IEPs demonstrate significant improvements in engagement and learning outcomes when their instructional plans are tailored specifically to their needs, rather than forced to conform to traditional course sequences.

The Importance of Individualization in Secondary Education

In high school settings, where the march of tradition often presides, educators and administrators sometimes face difficulty moving beyond the standardization that often characterizes secondary education. Yet, we must remember that the very essence of the IEP process is to build a plan that meets the student where they are, not where the school assumes they "should" be. The belief that all students with disabilities should be pushed through a predetermined academic mold has been refuted by extensive research, which highlights the limitations and potential harm of a one-size-fits-all approach. For example, Carter and Hughes (2019) assert that “when secondary students with disabilities are provided with tailored coursework and individualized academic modifications, their academic achievement and post-secondary readiness increase significantly” (p. 67).

Schools may indeed cherish their customs and procedures, which are often built on the principle of preparing students for standardized educational outcomes. However, when it comes to IEPs, our duty as advocates is to employ first principles thinking—essentially, breaking down assumptions and beginning from the foundation of why IEPs exist in the first place. They are not tools for assimilation but frameworks for empowering the individual. When a student’s specific needs call for an alternate course, or an accommodation that diverges from the “norm,” we are not simply making a request; we are upholding the core philosophy of the IEP.

Moving Beyond “Norms” to Meet Individual Needs

Consider this: each time an educator or administrator states, “We don’t do that here,” or “All our students typically take X course,” they may be inadvertently prioritizing institutional tradition over the needs of the individual. While these practices may function well for the majority, students who require specialized supports are precisely the ones for whom individualized programs were developed. Research by Kurth et al. (2020) reinforces this concept, revealing that “standardized academic programs often fail to engage students with disabilities, leading to higher rates of disengagement, absenteeism, and ultimately, dropout” (p. 118). An IEP should be a living document, one that evolves to reflect the growth, needs, and aspirations of the student, not a static piece bound by school convention.

When we as advocates enter these discussions, we bring with us a wealth of research and legal precedent, reminding schools that an IEP is not a suggestion but a requirement. Individualization is the very foundation of an IEP, and to compromise this is to ignore the student's legal and educational rights. We are not here to enforce conformity but to champion the student's unique path. Rather than bending a student to fit the school's system, our mission is to reconfigure the system to support the student. After all, isn’t that the ultimate purpose of an IEP?

Involving the Student in the Process

Students should be involved in the IEP process. Their input is valuable and can lead to more personalized goals. By including students, educators can ensure the IEP reflects the student's own aspirations and interests.

When students take part in their own education planning, they feel more engaged and motivated. This involvement can lead to better outcomes and a more meaningful educational experience.

Practical Steps for Effective Individualization

To create an effective IEP, teams should follow several steps:

• Conduct thorough assessments to understand the student's needs.
• Involve the student in setting goals and planning.
• Focus on the student's strengths and interests.
• Regularly review and adjust the plan as needed.

These steps ensure that the IEP remains relevant and effective throughout the student's educational journey.

Joanna Spears - Education Advocate

Conclusion: A Call to Action

Individualization in IEPs is not just beneficial; it is essential. By challenging standard practices and focusing on the student's unique needs, educators can create more effective plans. This approach not only supports the student's academic growth but also their personal development.

Parents, educators, and students must work together to advocate for individualized IEPs. By doing so, they can ensure that every student receives the education they deserve.

References

Carter, E., & Hughes, C. (2019). Individualized supports and secondary education: A pathway to enhanced outcomes for students with disabilities. Journal of Special Education, 53(1), 63-74.

Kurth, J. A., Morningstar, M. E., & Kozleski, E. B. (2020). Redesigning secondary schools for all: Strategies for meaningful inclusion. Journal of Inclusive Education, 24(2), 115-129.

Smith, R., Barnes, T., & Greene, L. (2021). The impact of individualized education programs on academic success in high school students with disabilities. Journal of Educational Psychology, 113(4), 739-753.

United States Department of Education. (2004). Individuals with Disabilities Education Act (IDEA).