An Individualized Education Program, usually called an IEP, is a written plan for an eligible student who receives special education services under the federal Individuals with Disabilities Education Act, or IDEA.
An IEP is more than a list of classroom accommodations. It identifies the student’s individual educational needs, sets measurable goals, and describes the special education, related services, supports, and accommodations the school will provide. The IEP is also the main way a school documents how it will provide the student with a free appropriate public education, commonly called FAPE.
This article provides a general overview of federal requirements. State rules and timelines may provide additional protections.
Who May Qualify for an IEP?
A student does not qualify for an IEP simply because the student has a diagnosis or is having difficulty in school. Under IDEA, an evaluation must show that the student has a disability covered by one of the law’s eligibility categories and, because of that disability, needs special education and related services.
IDEA eligibility categories include autism, deafness, deaf-blindness, emotional disability, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment. Developmental delay may also be used for eligible young children when permitted by the state.
A diagnosis may be important evidence, but the school must consider how the disability affects the student’s education and whether specially designed instruction is needed. A student can earn passing grades and still require an evaluation. Educational needs may include academic learning as well as communication, behavior, attention, social-emotional functioning, mobility, independence, and other functional skills.
Some students with disabilities do not need special education but do need accommodations or other supports. Those students may qualify under Section 504.
How Does the IEP Process Begin?
A parent, teacher, or other person who is concerned about a student may ask the school to consider an evaluation. A parent can make the request in writing and explain the areas of concern. The school must respond according to applicable special education procedures; it cannot simply require a student to complete every general education intervention before considering whether an evaluation is needed.
Before conducting an initial special education evaluation, the school must provide notice and obtain informed parental consent. The evaluation must be sufficiently comprehensive to identify the student’s special education and related-service needs. It cannot rely on a single test or measure.
After the evaluation, a group that includes the parent and qualified school professionals reviews the information and decides whether the student meets IDEA eligibility requirements. If the student is eligible, the IEP team develops the initial plan. Parents must be given an opportunity to participate meaningfully in these decisions.
Who Is on the IEP Team?
The required IEP team generally includes:
- The student’s parent or guardian
- At least one general education teacher when the student participates, or may participate, in general education
- At least one special education teacher or provider
- A school representative who understands special education services, the general curriculum, and available resources
- Someone who can interpret the educational meaning of evaluation results
- Other people invited by the parent or school who have knowledge or special expertise regarding the student
- The student, when appropriate, including when transition planning is being discussed
One person may sometimes fill more than one role if that person meets the requirements. Parents may also bring a support person or advocate. Team members should arrive ready to consider the parent’s information rather than treating the plan as already decided.
What Information Is Included in an IEP?
An IEP should be specific enough that the family and the professionals working with the student understand what the school has agreed to provide. Required content includes:
- The student’s present levels of academic achievement and functional performance
- How the disability affects involvement and progress in the general education curriculum
- Measurable annual goals
- How progress toward those goals will be measured and reported
- Special education, related services, supplementary aids, program modifications, and staff supports
- The expected frequency, location, and duration of services and when they will begin
- How much, if any, of the school day the student will not participate with nondisabled students
- Testing accommodations or an explanation of why an alternate assessment is needed
- Transition goals and services by the age required under federal or state law
Related services may include speech-language therapy, occupational therapy, physical therapy, counseling, transportation, school health services, or other supports required for the student to benefit from special education. The service must be connected to an identified educational need.
Goals, Services, and Accommodations Are Different
An annual goal describes a skill or outcome the student is expected to work toward during the IEP period. A service describes instruction or professional support the school will provide. An accommodation changes how the student accesses instruction or demonstrates learning without necessarily changing the learning standard.
For example, an IEP might include a reading-fluency goal, specialized reading instruction several times each week, and extended time for certain assignments. These pieces serve different purposes and should be based on the student’s evaluated needs.
Terms such as “as needed” can create confusion when the plan does not identify who decides when a service is needed or how much will be available. Families can ask the team to make responsibilities and service details clear.
Where Will the Student Receive Services?
IDEA requires education in the least restrictive environment. This means students with disabilities should learn with nondisabled peers to the maximum extent appropriate. Removal from the general education setting should occur only when education there cannot be achieved satisfactorily with appropriate supports and services.
Least restrictive does not automatically mean a particular classroom or placement. The team must begin with the individual student’s needs and consider the supports that could make participation in general education successful.
How Often Is an IEP Reviewed?
The IEP team must review the plan at least annually. The team considers progress, new information, current needs, and whether goals or services should change. The plan can also be reviewed earlier when concerns arise; a family does not have to wait for the annual meeting to request an IEP meeting.
A reevaluation generally occurs at least once every three years unless the parent and school agree that it is unnecessary. A reevaluation may occur sooner when needs change or when a parent or teacher requests one, subject to IDEA rules about frequency.
What Rights Do Parents Have?
Parents have the right to participate in meetings, review educational records, receive required written notices, obtain an explanation of procedural safeguards, and ask questions about proposed or refused actions. They may disagree with part or all of a school’s decision.
Options for addressing disagreements can include another IEP meeting, facilitated discussion, mediation, a state complaint, or a due process complaint. The right path depends on the issue and applicable law. A parent may wish to contact the state education agency, a Parent Training and Information Center, or a qualified special education advocate or attorney for individualized guidance.
An IEP Should Be Individualized
Two students with the same diagnosis may need very different plans. A strong IEP connects evaluation data, present levels, goals, services, and progress monitoring. It should describe what this particular student needs, not merely repeat a standard list of supports.
The IEP is meant to be a working plan. Families and school staff can use it throughout the year to understand responsibilities, monitor progress, and decide whether changes are needed. Parents do not need to be special education experts to participate. Their knowledge of the student is an important part of the process.