Addressing Complex IEP Support Needs

Equitable and inclusive IEPs for students with complex support needs (such as multiple disabilities, significant cognitive disabilities, or medical needs) require special care. Inclusion for these students means ensuring they aren’t left with a “one-size-fits-none” plan or shunted to only life-skills goals if academic goals are also appropriate.

For example, a student with significant disabilities might have goals across domains – communication, motor, academic, life skills. An inclusive IEP will often blend these. Perhaps you include an adapted academic goal (like using an eye-gaze board to choose correct answers to reading comprehension questions) alongside life skills goals (like using a communication device to express needs).

Also, inclusive IEPs aim to integrate therapy goals with classroom activities. If a student receives occupational therapy, the OT goals could support classroom inclusion (e.g., improving fine motor skills so that the student can participate in writing tasks with peers). This approach, often called “embedded goals” or integrated therapy, ensures that even when students have unique needs, their IEP isn’t operating in a silo separate from the general education context.

Collaboration is crucial here. An equitable IEP team for a student with complex needs will include general ed teachers, special ed teachers, related service providers, and the family – all working together to craft goals that allow the student to be as included as possible. They’ll consider technology, classroom aids, modified curricula – whatever it takes to give that student a genuine educational experience alongside peers.

Eliminating Bias and Ensuring Fair Discipline

Another equity issue in IEPs involves discipline and bias. . An inclusive IEP should be proactive in addressing behavior in a fair way. If a child’s behavior interferes with learning, the team should conduct a thorough Functional Behavioral Assessment (FBA) and develop a Behavior Intervention Plan (BIP) that is positive and culturally sensitive. Make sure consequences are not harsher than they would be for other students – sometimes, behaviors that might be overlooked in a general ed student are written up in a special ed student as “problematic” because of underlying biases.

Equity means checking ourselves for those biases. For instance, ensure that a student’s IEP doesn’t label them “aggressive” without context; instead, describe behaviors objectively and put in supports to help.

Inclusive practices might involve restorative justice approaches or social-emotional learning (SEL) goals within the IEP so that the student learns skills to meet behavior expectations while the school meets the student’s needs through support, not just punishment.

CONCLUSION

Crafting equitable and inclusive IEPs for students is not a one-time task, but a continuous

commitment. It means regularly reflecting on our practices, challenging our assumptions, and always coming back to the question: Is this IEP truly set up to give this student what they need to succeed and feel included?

When done right, an inclusive IEP is a powerful tool of empowerment. It tells a student: You belong in this community, and we will give you what you need to learn and thrive. It tells a family: We value your insights and your child’s heritage and voice. And it tells educators: We have a clear plan to support this student’s growth in a meaningful way.