IEPs for Autistic Students: Goals, Supports, and the Teacher’s Role
Understand what an IEP must include, what the Endrew F. standard means for goals, how to contribute strong present levels and measurable goals, and how to carry out supports, communication access and behavior plans for autistic students in your classroom.
- 2 CE Hours
- 4 Modules
- Narrated Video Lessons
- Self-Paced
- Certificate on Completion
Watch a free preview: Module 1
See how the course teaches before you enroll. This 7-minute video covers what every IEP must include, what the Endrew F. Supreme Court decision means for goals, Texas ARD requirements, and your rights and responsibilities as a classroom teacher.
Course Overview
Every autistic student who receives special education has an individualized education program (IEP). In Texas, the team that writes it is the ARD committee. The IEP is a legal document, but it only helps a student when the adults who work with that student every day understand it and use it.
This course is written for classroom teachers. It explains the parts of an IEP, what the 2017 Endrew F. Supreme Court decision means for goals, how your observations and data shape present levels and goals, and how to provide accommodations, communication supports and behavior plans consistently. Texas requirements, including the autism supplement, are included throughout.
Each module includes a short reading from trusted sources, classroom scenarios with feedback, and quick knowledge checks. A final assessment and certificate complete the course.
Learning Objectives
When you finish this course, you will be able to:
- Describe the required parts of an IEP and the Endrew F. standard for appropriately ambitious goals
- Explain the classroom teacher’s role and responsibilities in carrying out an IEP
- Contribute specific, data-based present levels and write measurable goals with a condition, behavior, criterion and timeframe
- Distinguish accommodations from modifications and support communication, including AAC, across settings
- Use classroom data, behavior plans, the Texas autism supplement and family and student input to make the IEP work
Course Modules
Four modules move from understanding the IEP and your role, to writing present levels and goals, to supports and behavior, to making the IEP work every day.
How to Complete This Course
- Watch the module video Each module opens with a short narrated video.
- Complete the readings and activities Work through each part’s reading and classroom scenarios, then review the takeaways.
- Complete all four modules Move through the modules in order; each builds on the one before.
- Pass the final assessment Score at least 80%. Retakes are unlimited.
- Download your certificate Your certificate lists the course, completion date, CE hours and presenter.
Continuing Education Hours
Online, self-paced
Your certificate documents the course title, completion date, hours and presenter. Educators are responsible for confirming that this course meets the requirements of their state education agency, school district or certifying organization.
IBCCES certification holders: this course is focused on autism and covers IEP development and implementation for autistic students. Keep your certificate with your renewal records; IBCCES decides which hours it accepts.
Who This Course Is For
Classroom teachers (PreK–12), special educators, paraprofessionals, educational diagnosticians and administrators who serve autistic students and take part in IEP or ARD meetings.
Course Instructor
Jaime Flowers, Ph.D., NCSP, LEP, BCBA
School psychologist and board-certified behavior analyst
Educator CE
Course Information
- Level: Introductory to intermediate
- Format: Self-paced online course with narrated video, readings and interactive activities. No live sessions.
- Access period: 1 year from enrollment.
- Instructor and content developer: Jaime Flowers, Ph.D., NCSP, LEP, BCBA
- Conflict of interest: Dr. Flowers owns Educator CE and receives revenue from course sales, including this course. No other relevant financial or nonfinancial relationships are reported.
- Commercial support: None.
- Accessibility: Need an accommodation? See our Accessibility & Accommodations page.
- Questions or complaints: See our Complaint & Grievance Procedure.
Limitations
This course builds understanding of IEPs and practical classroom skills. It is not legal advice and does not train participants to determine special education eligibility or write IEPs on their own; those decisions are made by IEP or ARD teams following federal, state and district procedures. State and district procedures vary, and case examples are simplified for teaching.
Key References
- Individualized education program, 34 C.F.R. § 300.320. https://www.ecfr.gov/current/title-34/section-300.320
- Development, review, and revision of IEP, 34 C.F.R. § 300.324. https://www.ecfr.gov/current/title-34/section-300.324
- U.S. Department of Education. (2017). Questions and answers on Endrew F. v. Douglas County School District Re-1. https://sites.ed.gov/idea/idea-files/qa-endrew-f-v-douglas-county-school-district-case-qa/
- Hume, K., Steinbrenner, J. R., Odom, S. L., et al. (2020). Evidence-based practices for children, youth, and young adults with autism. NCAEP, University of North Carolina. https://ncaep.fpg.unc.edu/wp-content/uploads/EBP-Report-2020.pdf
- Individualized education program, 19 Tex. Admin. Code § 89.1055. https://law.cornell.edu/regulations/texas/19-Tex-Admin-Code-SS-89-1055
- IRIS Center. (n.d.). IEPs: Developing high-quality individualized education programs. Vanderbilt University. https://iris.peabody.vanderbilt.edu/module/iep01/