IEPs in Malta: a parent’s guide to the plan and the meeting

By Rossella Ricchiari, SEN Specialist. Last reviewed: [confirm date on publication].

An IEP is the written plan for how your child’s school will support them. In everyday English it’s an Individual Education Plan; Malta’s official term is Individualised Educational Programme.

Who gets an IEP in Malta?

In Malta, the IEP follows the National Curriculum Framework, with the curriculum adapted or modified where your child needs it. It sets out what your child is working towards, what support is in place, and how progress will be checked. [confirm: typical contents of an IEP in Maltese schools]

A child gets an IEP once they are recognised as having special educational needs by the Statementing Moderating Panel and Appeals Board (SMP/AB). The SMP/AB is a board of professionals from different fields. It reviews written assessments and referrals together with parents and other professionals, and decides what support the child needs.

An IEP is not the same as special education. Malta’s policy is to include children with special educational needs in mainstream schools, so most children with an IEP learn in ordinary classes alongside their peers. A smaller number attend Resource Centres or Learning Support Centres, and parents keep the right to decide which provision is best.

The support that comes with an IEP can take several forms. A Learning Support Educator (LSE) may work with your child one-to-one, shared within a class, or shared between learners, and works closely with the class teacher. Adaptations are common, such as extra time for a subject or fewer subjects on the timetable. The educational psychologist supporting your child may recommend exam access arrangements. Specialist services are also available, such as the Autism Spectrum Support Team, the Early Intervention Service, or the School Psycho-Social Services.

Who is in the IEP meeting?

The people usually in the room are you, your child’s class teacher, and the LSE if one has been assigned. The school’s Head of Department for Inclusion often takes part too. Autism Spectrum Support Team staff attend IEP meetings, reviews, transition meetings and case conferences when they work with your child. [confirm: who typically attends IEP meetings in Maltese state, church and independent schools]

Each person brings a different picture. The teacher knows the classroom. The LSE knows the support day to day. You know your child at home and everywhere else. Your picture doesn’t appear in the written assessments, which is why it matters in the room.

How to prepare for the meeting

Before the meeting, write down what you see at home. When is it hardest? What helps your child settle? Notice what’s working, even small things.

Then choose your top three concerns. Not ten. If everything is a priority, nothing is. Write your questions down too, because you will forget them in the room. Bring the last IEP so you can see what was agreed before. It’s also worth asking whether you can see a draft beforehand. [confirm: whether this is usual practice in Malta]

You don’t need to sound like a professional. You need to be clear about what you’ve seen and what you’d like.

In the meeting, ask who does what. Who works on each target, and how the teacher and the LSE share information. Ask for targets in plain words. “Improve reading” isn’t a target. “Read three short sentences aloud without prompting” is. Ask how progress will be checked and when the next review is. Agree how you’ll hear news between meetings: a note, a message or a call.

There’s no forbidden phrase, but some habits help. Stay with specific examples rather than general worries. Don’t feel you must agree to everything on the spot; it’s fine to ask for time. And don’t pretend to understand something you don’t. Asking for an explanation is the point of the meeting.

What to do afterwards

After the meeting, write down what was agreed, who does what and by when. Ask for a copy of the IEP and when you’ll receive it. Put the review date in your calendar, and if the school hasn’t contacted you by then, follow up. A simple log of meetings, changes and open questions keeps things clear when your memory blurs.

It’s normal to feel overwhelmed afterwards. Read your notes slowly at home. If something was agreed and you’re not sure what it means in practice, ask the school: “What will this look like on a Tuesday morning?”

I help parents understand reports in plain words, decide what matters most, and prepare for IEP meetings and reviews, in English or Italian. [confirm: whether Rossella attends meetings with parents]