The ABCs of an IEP

What exactly is an IEP? IEP stands for Individualized Education Program. IEP’s are assigned to any public school student who receives special education or related services. The idea is to provide a completely individualized instructional program based on the special needs and necessary accommodations of that student. According to the Department of Education, “the IEP is the cornerstone of a quality education for each child with a disability.”   Developing and implementing a successful IEP requires a tremendous amount of teamwork! Parents, teachers, school personnel, and sometimes even the student must work together to create an educational program that will help the student progress in the classroom. Outlined below is the general process of developing an IEP:  

• Step 1: Each state must identify, locate and evaluate all children with disabilities to determine who may need special education and/or related services. While state and local offices work to determine eligibility, parents are also encouraged to request an evaluation if you suspect special education or services may be warranted.
• Step 2: The student undergoes an evaluation to assess aptitude and abilities in all areas related to the suspected disability. The results of this evaluation are used to determine eligibility for special education, including an IEP. Parents may also request an Independent Educational Evaluation (IEE) if they wish to challenge the findings of the school appointed evaluation.
• Step 3: Several qualified and applicable professionals (such as psychologists, physical therapists, speech therapists, vision or hearing specialists and occupational therapists) meet with the parents to review the evaluation results, and determine whether or not the child can be defined as “child with a disability” as defined by the Individuals with Disabilities Education Act (IDEA). It's important to note that just because a disability is identified, that is not alone a guarantee of specialized educational programming.
• Step 4: If the disability is believed to affect the student's ability to progress in a traditional classroom setting, an IEP team is assembled and charged to create an IEP for the eligible student within 30 days of determining eligibility.
• Step 5: An IEP meeting is arranged by the school, including the parents and all pertinent personnel. Parents may also invite other people to the meeting, including anyone who might have special knowledge or experience with the child, if they wish.
• Step 6: Once the IEP team has had the opportunity to meet and discuss the child’s needs, an IEP is written and implemented. Following receipt of parental consent, the school may begin providing special education and related services to the student, according to the terms outlined in the IEP. If parents disagree with the terms of the IEP, they may request revisal, mediation, and/or petition the state education agency for a due process hearing.
• Step 7: Parents receive a copy of the IEP and services begin being administered. All of the child’s teachers and service providers have access to the IEP and understand their role in carrying out the IEP.
• Step 8: Progress is measured and parents receive regular notification of progress toward stated goals, as defined in the IEP. Parents must receive progress updates at least as often as they receive similar updates for their nondisabled children.
• Step 9: The IEP team reviews the IEP at least once per year, or more often if requested by the parent or school. Parents must be invited to attend these meetings, and may suggest revisions at that time. The IEP is then revised if necessary.
• Step 10: A child must be reevaluated at least once every three years, otherwise referred to as a “triennial” evaluation, to determine whether or not the student still qualifies under the IDEA, and to assess the child’s educational needs. Parents or teachers may request more frequent evaluations if they wish.

  If your child has an IEP and you feel that he or she is still not making progress, it’s important that you request to meet with your IEP team as soon as possible. During that meeting, it will be important to review the services your child is receiving, how frequent these services are being administered, and progress made toward meeting the stated goals and objectives in the IEP. It may also make sense to request documentation such as assessment results and work samples. You may also bring your own documentation (i.e. notes from phone conversations, in-person meetings, email communication etc.) to the meeting. Remember – you can also bring a friend or family member with you to act as a second set of ears and help you digest the information provided during the meeting. The more prepared you are when you attend these meetings, the more effective the meetings will be in achieving your specific goals and helping your child succeed.