Information

This is an example of a completed IEP for a fictional student in Second

Class with a diagnosis of autism. The purpose of this document, is to
illustrate how to complete the plan what can be included in each section
only. Support plans are highly specific to each child and their individual
needs and so this plan is not suitable or transferrable to use for another
child.
The review section is complted to illustrate how it might be done, however
it would be blank at the beginning of the year when the plan is first
prepared.
Important note: Following the introduction of the new SET allocation
model in 2017, this “School Support File” is now the recommended long
term support planning template for schools to use in all settings rather than
an IEP format such as this.
I have sample completed School Support File planning available here.
 Individual Education Planning
Pupil Profile

Pupil Information
Name: Mary Class Teacher:
DOB: SET Teacher:
Parents: SNA (if applicable):
Class: 2nd Class SENCO:

Details of SEN
Nature of SEN: Autism
Special Education Provision: Mary has attended out of class SET teaching for
support with her social/ emotional skills and
behaviour since Junior Infants.

Mary has SNA access for following her

occupational therapy programme, to help her with
social interactions on yard, and to help to calm her
down when she is upset. Mary needs a 10-minute
movement break in the morning period, between
breaks and in the afternoon. She has an OT
schools programme which details the exercises
she should do.

Outside Professionals (Psychologist, OT, SLT etc.)

Date Outcome
12/03/2016 Mary was assessed by __________ from the HSE Early Intervention Team before
starting primary school. This report states that Mary has a diagnosis of Autism
and that she is functioning in the “Above average” range of intellectual ability.
It recommends the support of an SNA to assist with visual timetable,
supervision, managing her emotions, and following her OT programme.
The following was recommended to the class teacher:
 Give prompts to stay on task and follow routines by having clear rules
and using praise and encouragement
 Tasks should be tailored to her ability level
 Clear instructions given for desired behaviour
 Liaise with multi-disciplinary services

11/5/2017 Mary was assessed by the Occupational Therapist _________ during Junior
Infants. The report identified that Mary’s difficulties with attention are related to
her sensory processing difficulties. These difficulties are also affecting her overall
motor skills and activities of daily living skills. She provided a school programme
to follow to help improve her state of alertness, midline crossing skills and
bilateral integration.

It recommended the following:

 Mary would benefit from on-going OT
 Should use a ‘move n sit’ cushion in class and access frequent movement
 breaks
 Complete fine motor skill activities in school
 Use a quiet area when she becomes overwhelmed

Child’s Comments (NEPS “My Thoughts About School” checklist or similar)

In her pupil interview Mary said that she likes lunch time and science. Mary said she is good at
maths, English and science and finds yard difficult. She does not like all of the hard work they have
to do at school. Mary said that she needs help with being calm. The reward Mary likes most is
stickers.

IEP Meetings

Sample for the first meeting only filled in here

IEP Planning and Review Meeting Dates

Planning Meeting Review Meeting 1 Review Meeting 2
Date: 7/9/2020 January 2021 June 2021
In Class teacher, SET,
Attendance: parents, SNA
Points -Discussion on how Mary
Discussed: is settling in to 2nd class
-Parents’ hopes for the
year
-Class teacher, SET and
SNA hopes for the year
-Agreed on long term
targets
-Parents given a copy of
IEP
-Mary will be going for
private OT sessions once
a week this year

Present Level of Educational Performance

Formal / Standardised Assessments

Date Name of test Administered by Outcome
May 2018 MIST Class Teacher Listening skills: 12
Letter sounds: 26
Witten vocab: 18
Three phoneme
words: 30
Sentence dictation: 36
Reversals: 0
September 2019 Quest reading Class Teacher 27 (cut off 14)
September 2019 Quest maths Class Teacher 39 (cut off 25)
May 2019 Sigma-T Class Teacher STEN of 9
May 2019 Micra-T Class Teacher STEN of 9
September 2020 BAS3 SET Teacher Reading age 10yr3m

Informal Assessments – Information gathered from Parents, teachers, SNAs etc.

Literacy: Running Record completed in Sept. 2020 – Reading well above class level
(Level 15 ORT)
Mary is doing extremely well in literacy.
Her parents report that she enjoys getting books from the local library and
reading them independently.
Numeracy: Mary is doing extremely well in numeracy. She has done exceptionally well
on all class tests in mathematics and participates very well during lessons.
Communication: Mary’s receptive language is generally excellent. When she has not had
her movement break, she can become dysregulated and this can impact
on her ability to attend in class.
Mary’s expressive language is also excellent in terms of vocabulary and
sentence structure. She has some slight ongoing issues in relation to
pronouncing certain sounds, however she is easy to understand. Her
parents report that she has now been discharged from HSE S&L services.
Social Skills: Mary is often good at observing and imitating appropriate social
interactions. She is polite and friendly. Mary quickly integrates
appropriate social skills which have been explicitly taught into here
repertoire.
Mary has a preference for solitary play and often wanders around the yard
alone at break time.
When Mary is upset, she can be rude and abrupt with her peers. Mary can
make inappropriate comments at times.
Life Skills: Mary has very good self-care skills. Her parents report that she can dress,
wash, and feed herself. Mary has worked extensively on her OT
programme over the past few years and has good fine and gross motor
skills and can complete tasks such as tying laces.
Mary can at times have a limited understanding of danger and may cross a
road without looking or wander off in a shop if something catches her eye.

Abilities and Learning Needs

Abilities, Skills and  Mary is a very friendly and polite girl.

Talents:  Mary likes routine and to follow the rules of the class.
 Mary can mix well with other children at times, but is often happy
being on her own during yard and break time.
 Mary is very bright and has an excellent memory. She is working
above class level in all academic areas.
 Mary can learn new things easily.
 Mary has excellent fine and gross motor skills. She can complete
all activities from her OT schools programme, including those that
involve crossing the midline and bilateral integration, without
difficulty.
 Mary is eager to please and to do well at school and always
complies with teacher and SNA requests.
 Mary is very capable of taking care of her belongings and
 organising her books and other materials that she needs
throughout the school day.

Priority Learning  Mary can become distressed quite easily and this can lead to her
Needs: shouting and disrupting the class. Some of the things that upset
Mary are making mistakes with her school work, and not winning/
coming first in games or playing games where she might end up
being ‘out’. For this reason, Mary can find PE quite difficult. Mary
hates not getting everything right. She becomes distressed when
she doesn’t get something correct, even if it is a game of chance.
Mary will often insist on changing her incorrect answer after she
has heard the correct answer. Mary also dislikes being corrected
by the teacher in class and will shout at the other children in her
class if she is corrected in front of them.
 Mary can become obsessed by thoughts which upset her and it is
difficult for her to let go of these and move on. She can engage in
ritualistic behaviour such as saying what she expected the teacher
to say if things did not go the way she had anticipated. This is
frequently Mary’s coping mechanism before she can move on
from something that has upset her.
 Mary frequently speaks out of turn in class, especially when she is
upset and she demands that the teacher listen to her
immediately.
 Mary can speak to other children as if she is an adult i.e. telling
then what to do, and she can come across as being condescending
towards them. When Mary is upset with a peer, she will speak to
them in a very abrupt manner.
 Mary has a speech and language programme. She has difficulty
with the ‘th’ sound, but for the most part she can be easily
understood.
 Mary is often observed to be on her own on yard and will not
interact with peers unless prompted by an adult to do so.
 Targets

Long Term Targets

Targets*
Speak using an appropriate volume in the classroom and when having a
conversation 1:1
To speak only when it is appropriate to do so in class
To regularly play with peers during yard time
To speak to peers in a kind way
To continue to deal with a range of emotions (happy, sad, angry, bored,
frightened, surprised, tired) in a non-disruptive manner
Identify personal skills and talents
Demonstrate good sportsmanship after losing a game
To maintain a conversation with one of my peers using three questions and To maintain a conversation with a peer using three questions and answers
answers
Pronounce ‘th’ words correctly
Success Criteria
Speak using an appropriate volume in the classroom and when having a
conversation 1:1 for 5 consecutive days
To speak only when it is appropriate to do so during 3 lessons on 5
consecutive days.
To play with another child/ children during each yard break for at least 10
minutes for 3 consecutive weeks
To speak to peers in a kind way for 3 consecutive school days
To continue to deal with a range of emotions (happy, sad, angry, bored,
frightened, surprised, tired) in a non-disruptive manner on 5 consecutive
occasions
Identify 10 personal skills and talents on 3 separate occasions
Demonstrate good sportsmanship after losing a game on 5 separate
occasions
on 4 separate days
Say 10 ‘th’ words on 3 consecutive occasions with 100% accuracy

*9 targets included here to illustrate the areas that could be worked on. 4-5 targets for a year would generally be appropriate, depending on the ability of
the child. For the short-term targets below, I have filled in how the plan would look at the end of the year for the first 3 targets (after the reviews have
taken palace and showing how the long-term targets can be broken down into two short term targets). At the start of the year, you would only do a short-
term target for the first term i.e. in September the plan would look how targets 4-9 below do now.

Long Term Target 1: Speak using an appropriate volume in the classroom and when having a conversation 1:1
Short Term Target
Term 1: To recognise a volume that
is appropriate for an
outdoor, whole class, and
1:1 setting on 3 separate
occasions.
Term 2: To speak using a volume that Practicing different volumes when Class
is appropriate for an
(Term 2 target to be outdoor, whole class, and
written in January, 1:1 setting on 5 consecutive
as it will be based days.
on whether the
term 1 short term
target is achieved)
Next Steps: N/A
Short Term Targets
Strategies/ Resources Personnel
Modelling different volumes for Class
speaking (teacher, CD, video clips teacher
etc.) SET
Chart which shows what volume SNA
to use in different situations,
noise-o-meter where teacher can
show Mary what level of volume
is appropriate
speaking, support from the teacher
resource teacher and SNA in class SET
and on yard to remind Mary SNA
about appropriate volume,
volume self-assessment cards
Reflection (to be completed at Achieved?
the end of each term)
Mary can now easily recognise Yes
what volume is appropriate for
use in different settings.
Mary received intensive support Yes
both in the support room and in
class/ on the yard and this has
helped her to recognise and
choose an appropriate speaking
volume. Mary used her self-
assessment cards initially with
the support of her SNA and
teacher until she was able to use
them independently. Towards
the end of the year, Mary no
longer needed the self-
assessment cards and could
independently and successfully
choose an appropriate speaking
volume for different situations.

Long Term Target 2: To speak only when it is appropriate to do so in class
Short Term Target
Term 1: To put my hand up when I
want to say something in
class and wait until the
teacher asks me before I
speak on 5 out of 10
occasions for 5 consecutive
days.
Short Term Targets
Strategies/ Resources
Cue cards, social story, modelling
with peers, role play, video
recording of Mary during class time
(permission granted by parents for
this)
Personnel Reflection Achieved?
Class Mary has made improvements in No
teacher this area, however she still
SET working on achieving her term 1
SNA target. Mary will always put her
hand up when she wants to say
something to the teacher during
class time, however she will often
speak before her teacher has
asked her to do so.

Term 2: To put my hand up when I
want to say something in
(Term 2 target class and wait until the
identical to term 1 teacher asks me before I
as it was not speak on 5 out of 10
achieved) occasions for 5 consecutive
days.
Cue cards, social story, modelling Class Overall, Mary has gotten better Partially
with peers, role play teacher at waiting to be asked before she achieved
SET speaks in class, however she still
SNA finds it difficult to wait in certain
situations, for example when she
is panicked that she has missed
something.

Next Steps: Continue to work on making improvements in this area during 3rd class.

Short Term Targets

Long Term Target 3: To regularly play with peers during yard time
Short Term Target Strategies/ Resources Personnel Reflection Achieved?
Term 1: To play with a peer on yard Social story, prompt Class The SNA has been working with Mary Yes
for at least 5 minutes during cards, modelling of teacher during yard time and reminding her to play
each break time with the games, conversation SET with peers. Mary will frequently play with
assistance of her SNA starter cards, role play, SNA peers for the entire duration of yard time
assistance on yard from and her social skills, both in and out of
SNA and resource teacher class are improving. Sometimes Mary
 wants some time alone on yard and she
knows that this is fine as long as she
doesn’t spend the entire break alone.
Sometimes Mary will forget to play with
others, but if given a reminder she will
happily play with them for a few minutes.

Term 2: To play with a peer on yard Social story, prompt Class Mary has made excellent progress in this Yes
for at least 10 minutes cards, modelling of teacher target in term 2. She plays or chats with
during each break with the games, conversation SET her friends at practically every yard break
assistance of her SNA starter cards, role play, SNA and frequently she plays with them for the
assistance on yard from entire duration of the break. Mary has a
SNA and resource teacher broad group of friends and she plays
different games. She sometimes plays as
part of a group and other times plays one
to one with another child. Mary is well able
to initiate and sustain play with peers
without the help of an adult now.
Next Steps: Continue developing social skills. Mary is extremely polite and knows how to act and what to say in a variety of situations, for
example she will remind peers that they can always say pass if they don’t know the answer when we are playing a board game.
Mary can sometimes come across as sounding too grown up in her interactions with other children, and this will be an area to
work on next September.

Short Term Targets

Long Term Target 4: To speak to peers in a kind way
Short Term Target Strategies/ Resources Personnel Reflection Target Achieved
Term 1: Identify kind/ unkind ways to Social story, stop and Class teacher
speak to peers on three think cards, kind words SET
separate occasions. reminder cards, SNA
affirmations e.g ‘ I can use
kind words’, case study
examples, stories about
 being kind to others,
modelling, participation
in social skills group, Talk
About social skills
programme
Term 2:
Next Steps:

Short Term Targets

Long Term Target 5: To continue to deal with a range of emotions (happy, sad, angry, bored, frightened, surprised, tired) in a non-disruptive manner
Short Term Target Strategies/ Resources Personnel Reflection Target Achieved
Term 1: To cope with strong Social story, chart with Class teacher
emotions by telling an adult pictures of different SET
how she feels and then emotions and emotion SNA
choosing an appropriate words, chart with
coping strategy with the help different strategies for
of an adult on 5 consecutive coping with emotions,
occasions cool off area, worry box,
happiness box,
mindfulness and
relaxation CDs and books,
‘change your words and
change your thoughts’
project.

Term 2:
Next Steps:

Short Term Targets

Long Term Target 6: Identify personal skills and talents
Short Term Target Strategies/ Resources Personnel Reflection Target Achieved
Term 1: List 5 things that she is good ‘Talk About’ Programme Class teacher
at on 3 separate occasions for developing self- SET
awareness and self- SNA
esteem, affirmation
cards.
Term 2:
Next Steps:

Short Term Targets

Long Term Target 7: Demonstrate good sportsmanship after losing a game
Short Term Target Strategies/ Resources Personnel Reflection Target Achieved
Term 1: Keep the same answer when Social story, true or false Class teacher
playing a game of true or cards, reward chart, small SET
false even if her answer was group modelling, SNA
incorrect on 5 consecutive affirmations such as ‘I can
occasions be calm’, ‘It is okay to
make mistakes’ etc.
Term 2:
Next Steps:

Short Term Targets

Long Term Target 8: To maintain a conversation with one of my peers using three questions and answers
Short Term Target Strategies/ Resources Personnel Reflection Target Achieved
Term 1: To be worked on in term 2
only
Term 2: To independently have a Conversation starter/ Class teacher
conversation with a peer question example, SET
involving three questions modelling of strategy SNA
and answers during lunch (video clip), social story,
time at least once per week prompt cards
for 6 consecutive weeks.
Next Steps:

Short Term Targets

Long Term Target 9: Pronounce ‘th’ words correctly
Short Term Target Strategies/ Resources Personnel Reflection Target Achieved
Term 1: To consistently pronounce Speech and language Class teacher
10 ‘th’ words from her therapy programme SET
speech and language SNA
programme correctly on 3
consecutive occasions with
100% accuracy
Term 2:
Next Steps: