Challenges in implementation of individualized educational plan (IEPs): Perspectives from India and the United States of America

Pages: 958-965
Lia Hannah Sacks (Fulbright English Teaching Assistant (ETA), Vanderbilt University, USA)
Santoshi Halder (Department of Education, University of Calcutta, Kolkata)

Individuals with disabilities demonstrate less optimal educational access and outcomes than their typically developing peers. As a result, the provision of high quality instruction for individuals with special needs is a critical social issue that is gaining global attention. A major component of effective special education after identification or assessment of special needs of the child is the implementation of Individualized Education Plans (IEPs). After IEPs were introduced in the United States as part of the Education for All Handicapped Children Act, EAHCA (1975) it was regarded as a key element of inclusive education globally. However, a wide range of variation exists across countries with respect to its implementation. It is significant to explore and expose these interesting variations with respect to the developing and developed nations. This article presents a comparison of the general practices of IEPs in India and the United States with respect to its design, execution in the light of the related legal directives. Comparisons presented are on the basis of the themes extracted on the basis of the conceptual learnings and practical experience gathered as a special educator and practioner in the field in both the countries. Specific challenges and suggestions for improvement are offered.