Individualized Education Plan (IEP)

The reauthorized Individuals with Disabilities Education Improvement Act, which takes effect July 1, 2005 will usher in sweeping changes to schools' special-education programs. Among them: Individual Education Plans for most students no longer will contain short-term goals, parents now will bear the burden for proving that a child's behavior stems from a disability and special-ed teachers will have to be "highly qualified" under the law's provisions. When new IDEA starts, school-home communication will be more vital than ever: Even though IEPs after July 1 no longer will include short-term goals, parents should still feel free to ask teachers what steps their child needs to take toward the long-term goals.

What is an IEP?
 After your child has been found eligible for special education, the next step is to write what is known as an Individual Education Plan, an IEP. After a child is found eligible, a meeting must be held within 30 days to develop to the IEP.

An IEP is the cornerstone of the Individuals with Disabilities Education Act (IDEA), which ensures educational opportunity for students with disabilities. The IEP is a quasi-contractual agreement to guide, orchestrate, and document specially designed instruction for each student with a disability based on his or her unique academic, social, and behavioral needs.

The Process
An IEP is developed for each child eligible for special education, based on the child's unique needs, with parent participation, containing a statement of the child's present level of performance, educational needs, goals and measurable objectives. The child's IEP is reviewed at least annually.
More Information...

Writing an IEP
Many people come together to develop your child's IEP. This group is called the IEP team and includes most of the same types of individuals who were involved in your child's evaluation. Team members will include:

  • you, the parents;
  • at least one regular education teacher, if your child is (or may be) participating in the regular education environment;
  • at least one of your child's special education teachers or special education providers;
  • a representative of the public agency (school system) who (a) is qualified to provide or supervise the provision of special education, (b) knows about the general curriculum; and (c) knows about the resources the school system has available;
  • an individual who can interpret the evaluation results and talk about what instruction may be necessary for your child;
  • your child, when appropriate;
  • representatives from any other agencies that may be responsible for paying for or providing transition services (if your child is 16 years or, if appropriate, younger); and
  • other individuals (invited by you or the school) who have knowledge or special expertise about your child. For example, you may wish to invite a relative who is close to the child or a child care provider.

Together, these people will work as a team to develop your child's IEP.

More Information...

Attending IEP Meetings
 The purpose of the IEP meeting is to develop your child's Individualized Education Program.

Before the Meeting:

  • Keep an organized master file of educational, medical and other pertinent records
  • Obtain and review current reports and records from district
  • Obtain and review appropriate reports and records from outside agencies
  • Review last year's IEP
  • Send copies of any private assessment reports to the IEP team ahead of time so they can be familiar with the data before the meeting
  • Prepare and provide a listing of additional background information that will help the school staff better understand your child
  • Identify and prepare a list of goals and objectives to be addressed in the IEP. Include specific academic, social-emotional and functional areas.
  • It helps to have a script to refer to. Plan ahead and put your thoughts down on paper so you won't forget to mention important issues and questions

    You can also prepare for this meeting by:

    • making a list of your child's strengths and weaknesses,
    • talking to teachers and/or therapists and getting their thoughts about your child,
    • visiting your child's class and perhaps other classes that may be helpful to him or her, and
    • talking to your child about his or her feelings toward school.

    It is a good idea to write down what you think your child can accomplish during the school year. It also helps to make notes about what you would like to say during the meeting.

    At the Meeting:
     During the IEP meeting, the different members of the IEP team share their thoughts and suggestions. If this is the first IEP meeting after your child's evaluation, the team may go over the evaluation results, so your child's strengths and needs will be clear. These results will help the team decide what special help your child needs in school.

  • Be on time or early! Greet all the members of the IEP team cordially. CHoose your place at the table wisely, do not line up like it is an interrogation, create a round table forum
  • If you are uneasy about the meeting, bring a trusted person (i.e., spouse, partner, relative, or friend) as a support system
  • If you feel warranted, consider including an advocate to serve as an objective moderator
  • Personalize the process. When you talk about your child make him/her recognizable. Tell you child's story.
  • Keep focused on what you want ansewred or provided for your child, not on how to get there-that is the job of the professionals.
  • Be sure you have a thorough understanding of the assessment data that is provided. Do not hesitate to ask questions and seek clarification.
  • Be prepared to discuss methods and materials that have been effective with your child, as well as those that have not.
  • Be prepared to review possible placement alternatives if placement is a question. If possible make arrangements through the school district to observe prospecitve placement sites.
  • Take notes! If you wish, you may audiotape the meeting so that you can review the proceedings later on. However, you will need to notify the district ahead of time of your intentions.
  • If you are unable to come to an agreement on specifics on the IEP, you do not have to sign it. Or, if you want to take some additional time to review it, ask to take it home. Return the signed IEP to school as soon as possible.

    Remember that you are a very important part of the IEP team. You know your child better than anyone. Don't be shy about speaking up, even though there may be a lot of other people at the meeting. Share what you know about your child and what you wish others to know.

    After the various team members (including you, the parent) have shared their thoughts and concerns about your child, the group will have a better idea of your child's strengths and needs. This will allow the team to discuss and decide on:

    • the educational and other goals that are appropriate for your child; and
    • the type of special education services your child needs.

    The IEP team will also talk about the related services your child may need to benefit from his or her special education. The IDEA lists many related services that schools must provide if eligible children need them. The related services listed in IDEA are presented in the box below. Examples of related services include:

    • occupational therapy, which can help a child develop or regain movement that he or she may have lost due to injury or illness; and
    • speech therapy (called speech-language pathology), which can help children who have trouble speaking.

    After the Meeting:
     Review the agreed upon IEP to make sure you understand it. If you have any concerns or are unclear on any area, contact one of the IEP team members for further explanation, or request another IEP meeting. You can always change your mind and withdraw permission for any or all parts you agreed to.

    • Talk to your child about what was discussed at the meeting. Be sure to include the progress he/she has made. Review goals and objectives and any program changes.
    • Share meeting information with your spouse and any individuals who have regular contact with your child
    • Keep your school informed about any changes in your child, or in your home, that might affect his/her classroom program
    • Develop and maintain an on-going collaborative relationship with all school staff who interacts with your child, including your child's classroom teacher and the other professionals or paraprofessionals involved in his/her program. Spend time in your child's classroom.

    More Information...

    Finally, did you know...
    • You do not have to sign an IEP that has been prepared by a teacher before the IEP meeting if you do not agree with its content. The purpose of the meeting is to determine the best educational placement for your child. A committee is convened for that purpose.
    • You have the right to request that the IEP committee be reconvened if you do not believe the IEP is working. 
    • You have the right to bring outside support to the IEP meeting. You can request that an advocate, your child's private psychologist, psychiatrist, or other outside professional, attend the meeting.
    • The best way to resolve apparent conflicts is to mediate. Overtly expressed anger raises defenses at a meeting and rarely results in the changes you want. A "squeaky wheel" that keeps requesting needed accommodations in a friendly manner will be heard over the angry outburst. Be consistent and work through to achieve needed educational programs.
    • If the IEP team leader says that the meeting can only last for a period of time and requests that you sign the IEP document even though you do not believe the process has been completed, request that the committee reconvene at a different time to complete the process.
    • Stay involved. If the IEP is written at the end of the school year make certain it is being implemented at the beginning of the next school year. This is especially important at times of transition. A child that leaves elementary school to begin middle school may find that teachers have not been adequately made aware of needed accommodations. Follow through to see that they are put into place. 
    • Finally make certain requested accommodations are reasonable within the context of the program being administered. Federal regulations also stipulate that accommodations must be reasonable. For example, if a nationally normed test uses a multiple choice format it may not be possible to have that test completely rewritten in essay format. This is because the test results are based on a large nationally normed sample. Changing the test cannot assure similar meanings from test results. Ask instead if there are other tests that can measure the same thing or accommodations that can better enable the student to take the test. 
    • New IEP regulations encourage student participation in the IEP process. This is required for a student 16 years and older when the transition IEP is written.
    • Finally, if an IEP meeting is set for a time when you cannot attend request a time when you will be able to attend.
    (Learning Disabilities OnLine)
    Have more questions about IEPs?


    print:   email: