An Individualized Education Program is also known as an IEP. This is a plan or program developed to ensure that a child with an identified disability who is attending an elementary or secondary educational institution receives specialized instruction and related services. The IEP is developed by a team of individuals from various educational disciplines, the child with a disability, family members, and/or designated advocates. The IEP guides the delivery of special education supports and services for the student with a disability. Without a doubt, writing--and implementing--an effective IEP requires teamwork.

The IEP is the cornerstone of a quality education for each child with a disability. To create an effective IEP, parents, teachers, other school staff--and often the student--must come together to look closely at the student’s unique needs. These individuals pool knowledge, experience and commitment to design an educational program that will help the student be involved in, and progress in, the general curriculum.

It is useful to know, however, that states and local school systems often include additional information in IEPs in order to document that they have met certain aspects of federal or state law. The flexibility that states and school systems must design their own IEP forms is one reason why IEP forms may look different from school system to school system or state to state. Yet each IEP is critical in the education of a child with a disability.

In developing a student's IEP, it is the responsibility of the district committee for special education (sometimes called the IEP Committee) to recommend goals and services that will assist the student to be involved and progress in the general education curriculum (or for preschool students, in appropriate activities). This means that members of this district wide committee will need to consider both the State's specific learning standards as well as the school- based instructional curriculum, which should be aligned to the State’s learning standards. They will need to know the expectations of the general education classroom for the corresponding age of the student both in terms of what learning is expected (general curriculum) as well as how the students are expected to access/demonstrate that learning. This information will assist the Committee in determining if the student needs adaptations, accommodations, or modifications to the general curriculum for all or part of his/her learning.

When developing an IEP, specific content is federally mandated, and therefore must be included:

1. A statement of the child's present levels of academic achievement and functional performance

2. A statement of measurable annual goals, including academic and functional goals

3. A description of

   • (i) How the child's progress toward meeting annual goals be measured

   • (ii) When periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided

4. A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel

5. An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the activities

6. A statement of any individual appropriate accommodations

7. The projected date for the beginning of the services and modifications and the anticipated frequency, location, and duration of those services and modifications.

8. Transition services - Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to improve educational results for children with disabilities.

This program will be available to the following professionals*:

• Special Education Teachers
• Special Education Director
• Educational Lawyers
• Advocates in Special Education
• Administrators in Special Education
• School Psychologists
• Special Education Case Managers
• Behavior Therapists
• Special Education Case Managers
• General Education Teachers
• Speech and Language Pathologist or Therapists
• Occupational Therapists
• Vocational Therapists
• Guidance Counselors
• Music Therapists
• Art Therapists
• Dance Therapists
• Rehabilitation Therapists
• Physical Therapists
• Social Workers
• Graduate Students in Special Education (with a degree in education)

* IMPORTANT NOTE - All the above professionals must meet the Educational Requirement (see below)

To enroll in the Board Certification in IEP Development program (BCIEP), a candidate must have a minimum of a Bachelor's degree in their respective professional field and be certified or licensed in their profession (where required). Proof of the qualifications can be legible copies of transcripts, degree, certificate or license sent to NASET.

You may enroll to complete the program; however, Board Certification in IEP Development cannot be conveyed without the required degree or professional certification/licensure.

That would depend upon many factors. Primary amongst them is the credit requirements for acceptance of by your school, district or governmental agency. All Modules have been rated by NASET/AASEP in study hours. The number of study hours is indicated on each Module certificate which also contain your name, the Module title, and the date of completion. 

The cost for NASET members is $950.00 in one payment or you can choose to pay for each of the 5 modules at $225.00/each. (Non-members pay $1,100 in one payment or $260/module).

No. Although NASET or AASEP membership does provide a discount, we do not require you to be a member of NASET or AASEP to apply.

No. There is no application fee to apply for the BCASE program.

Since the modules and examinations are available online 24/7, the time it takes is totally up to you. The only limitations are that you complete the 6 Modules within 2 years of your application acceptance. If you start with the NASET member’s discounted fees, your membership must remain active throughout the period, during which you are completing the requirements.

Once you have completed the Module requirements, your credentials are presented to the Board for approval. The time from program completion to attaining certification documentation is approximately 10 business days.

Yes. All candidates who complete the Board Certified program must renew their certification annually with the National Association of Special Education Teachers (NASET). The annual BCASE certification renewal fee for NASET Members is $125.00. Non-members renewal fee is $165.00.

No. Our Units, Modules and examinations are all online. There is no need to travel to access anything. The entire program, from start to finish, can be done in the comfort of your home, office or wherever you choose.

No, you can begin to start a Module whenever you choose. You work and study at your own pace. As soon as you are notified of your access via email, your access has been “turned on” so that you may begin at your convenience.

That is also completely up to you. You work and study for an examination at your own pace. There is no specific examination date. You set the pace of the program based on your availability.

Yes. You are allowed 3 attempts to complete each of the 6 Module examinations.

Once you receive a score of 80% or higher on a Module Examination, the next module will be automatically available to you. 

You will see it within your course portal. 

Contact the NASET Career Center at [email protected] or call us at 800-754-4421 ext 102