The IEP guides the delivery of special education services and any supplementary aids and supports for the child (The IEP Team, 1970, para 1).
The IEP has two general purposes: 1) to establish the child’s annual goals which can be measured; and 2) to state the special education and related services provided to the child and any additional services provided by any public agencies. A child’s IEP must contain the meet the conditions to be IDEA compliant (Contents of the IEP, 1970 ).
Those components include a statement of the child’s present levels of academic achievement and functional performance, a statement of measurable annual goals, and a description of how the child’s progress toward those goals will be measured. In addition, the IEP must have a statement of the special education and related services and supplementary aids and services to be provided to the child and a statement of the program modifications or supports for school personnel that will help the child advance appropriately toward attaining the annual goals. If a child is not placed with nondisabled children in the regular class and cannot participate in extracurricular activities, the IEP should include an explanation. Lastly, the IEP must include a statement of any individual accommodations necessary to measure the