Determining the appropriate amount of dedicated time for special education interventions is a critical component of Individualized Education Program (IEP) development. This process involves quantifying the duration and frequency of specialized instruction, related services (such as speech therapy or occupational therapy), and supplementary aids that a student with disabilities requires to access and progress in the general curriculum. For example, an IEP might stipulate that a student receives 60 minutes per week of specialized reading instruction and 30 minutes per week of speech therapy.
Accurately calculating these designated periods ensures that the student receives the support necessary to meet their individualized goals, as outlined in the IEP. Historically, establishing these levels of support has been a collaborative effort involving educators, therapists, parents, and the student (when appropriate), based on assessment data, educational needs, and best practices. The resulting allocation of time directly influences the student’s access to appropriate educational opportunities and their potential for academic and functional growth. It also holds schools accountable for providing the promised level of support.
