Introduction
Individualized Education Programs (IEPs) are critical tools in the realm of special
education, designed to make sure that students with disabilities receive appropriate
instruction and support. Despite their importance, IEPs can be complex and sometimes
confusing for parents, educators, and even students. This article aims to answer
common questions that you might have about IEPs.
What is an IEP?
An Individualized Education Program (IEP) is a legally binding document developed for
each public school child who is eligible for special education. It outlines the student’s
learning needs, the services the school will provide, and how progress will be
measured. The IEP is designed to meet the unique educational needs of one child and
is created through a team effort.
Who qualifies for an IEP?
A student qualifies for an IEP if they have one or more of the 13 categories of
disabilities defined by the Individuals with Disabilities Education Act (IDEA). These
categories include autism, deafness, emotional disturbance, intellectual disabilities,
specific learning disabilities, and others. Additionally, the disability must adversely affect
the child’s educational performance and require specialized instruction.
How is an IEP developed?
An IEP is developed through a collaborative process involving a team that includes the
child’s parents, teachers, a special education coordinator, and other professionals as
needed (such as a school psychologist or therapist). The process includes:
- Evaluation: Assessing the child’s strengths and needs.
- Eligibility Determination: Deciding if the child qualifies for special education
services. - IEP Meeting: Discussing and drafting the IEP document.
- Implementation: Putting the IEP into action and providing the outlined
services. - Review and Revision: Regularly monitoring the child’s progress and updating
the IEP as necessary.
What is in the IEP?
An IEP must include several key components:
- Current Performance: A description of the child’s present level of academic and functional performance.
- Annual Goals: Measurable academic and functional goals for the child.
- Special Education and Related Services: A detailed description of the services the child will receive.
- Participation with Non-Disabled Children: An explanation of the extent to which the child will participate with non-disabled peers.
- Participation in State and District-Wide Tests: Accommodations and modifications for assessments.
- Transition Services: For students 16 and older, a plan for post-secondary transition.
How often are IEP meetings held?
IEP meetings must be held at least once a year to review the child’s progress and make
any necessary adjustments. However, parents or educators can request a meeting at
any time if they believe changes are needed.
What is the role of parents in the IEP process?
Parents are important members of the IEP team. They provide valuable insights into
their child’s strengths, challenges, and needs. Parents should actively participate in all
meetings, review the IEP document, and collaborate with educators to ensure that the
IEP is being implemented effectively. They also have the right to request changes and
advocate for their child’s best interests.
What if parents disagree with the IEP?
If parents disagree with any part of the IEP, they have several options:
- Informal Discussion: Meeting with the IEP team to discuss concerns.
- Mediation: An impartial mediator helps resolve disputes.
- Due Process Hearing: A formal, legal proceeding where both sides present their case.
- Complaint to the State Education Agency: Filing a complaint if they believe IDEA regulations have been violated.
Can an IEP be revised?
Yes, an IEP can be revised at any time. Revisions may be necessary if the child’s needs
change, if they meet their goals ahead of schedule, or if new challenges arise. Parents,
teachers, or other IEP team members can request a meeting to discuss and make
changes to the IEP.
What are the rights of students with IEPs?
Students with IEPs have several rights under IDEA, including the right to:
- A free appropriate public education (FAPE) tailored to their unique needs.
- Be educated in the least restrictive environment (LRE).
- Receive services and supports to help them make progress toward their IEP goals.
- Participate in extracurricular activities and non-academic activities alongside their non-disabled peers, as much as possible.
Conclusion
Understanding IEPs is crucial for parents, educators, and students involved in special
education. By addressing these common questions, we hope to provide clarity and
support for those navigating the IEP process. An effective IEP can make a significant
difference in a child’s educational journey, ensuring they receive the personalized
support they need to thrive.
Lauren Bell, M.Ed., Director
Hammond Bell Educational Services, LLC
Vice President- Learning Disabilities Association of America- GA
843.481.0696
www.hammondbell.com