This is from the US Dept. of Education IEP Guide:

Implementing the IEP

Once the IEP is written, it is time to carry it out-in other words, to provide the student with the special education and related services as listed in the IEP. This includes all supplementary aids and services and program modifications that the IEP team has identified as necessary for the student to advance appropriately toward his or her IEP goals, to be involved in and progress in the general curriculum, and participate in other school activities. While it is beyond the scope of this guide to discuss in detail the many issues involved in implementing a student’s IEP, certain suggestions can be offered.

*Every individual involved in providing services to the student should know and understand his or her responsibilities for carrying out the IEP. This will help ensure that the student receives the services that have been planned, including the specific modifications and accommodations the IEP team has identified as necessary.

*Teamwork plays an important part in carrying out the IEP. Many professionals are likely to be involved in providing services and supports to the student. Sharing expertise and insights can help make everyone’s job a lot easier and can certainly improve results for students with disabilities. Schools can encourage teamwork by giving teachers, support staff and/or paraprofessionals time to plan or work together on such matters as adapting the general curriculum to address the student’s unique needs. Teachers, support staff, and others providing services for children with disabilities may request training and staff development.

*Communication between home and school is also important. Parents can share information about what is happening at home and build upon what the child is learning at school. If the child is having difficulty at school, parents may be able to offer insight or help the school explore possible reasons as well as possible solutions.

*It is helpful to have someone in charge of coordinating and monitoring the services the student receives. In addition to special education, the student may be receiving any number of related services. Many people may be involved in delivering those services. Having a person in charge of overseeing that services are being delivered as planned can help ensure that the IEP is being carried out appropriately.

*The regular progress reports that the law requires will help parents and schools monitor the child’s progress toward his or her annual goals. It is important to know if the child is not making the progress expected-or if he or she has progressed much faster than expected. Together, parents and school personnel can then address the child’s needs as those needs become evident.

The IEP must be followed at all times. If the teacher(s) are not following the IEP you should write a letter to the school system and the principal, because an IEP is a legal document and for a teacher to not follow it is against the law. The IEP’s are written for the children so that it helps with the child’s learning experience, and the IEP has modifications and accommodations that are needed to help the child succeed..

I have two special needs children in school here in Pennsylvania. IEP’s are supposed to work alongside the standard curriculum. Most times I found it isn’t being followed. There are some good suggestions on your queary board. I will caution you that contacting the school is the first step. But you have to stay on top of it to make sure things get corrected. If not we have the parent consultline run by the dept. of ed. 1(800) 879-2301 You can leave a message and they contact you within two days. But you tell them what is going on, have the IEP handy for their questions. They can file a complaint with the regional person to do an investigation. They can send you the educator misconduct forms, etc…. If you go this route I will caution you the school will also make very base accusations about you and your child in their defense, it’s all very upsetting. But do fight for your child, don’t give up. This is unfortunately a common problem in our state.

IEP’s generally work along side of the curriculum. If there are no specific accomodations listed asking for an adjusted curriculum (including testing accomodations, extra time to complete tasks, tech supports such as keyboarding or assitance from aides or learning specialists) your child would be expected to do the work approprite for the grade level and group he is in. If there are such accomodations or requirements in the IEP and the teacher is not following them, they are in violation and it should be reported immediately. If your child does not have any accomodations but you feel some may be needed, request an immediate meeting to alter the IEP.

Keep in mind that even in special ed programs, students are expected to work from and meet the basic curriculum requirements for that district, state and federal guidelines. While these may be adjusted to give more in the way of life skills than chemistry, special ed students must still take mandatory state testing (although it will be adapted for them according to IEP requirements). The final deciding factor will be if you plan to have your child graduate (if applicable) with an actual diploma or with a special ed certificate.

IEP is upheld by FEDERAL law IDEA and is suppose to be followed by this law.

If IEP is not being followed, write a letter to the district sped director requesting ‘prior written notice’ for refusal of following IEP plan.

Also file formal state complaint.

All this is a part of the legal IEP process and parental safeguards.

My child was in a special ed program and the IEP was always followed first.