Partners Resource Network has gathered together a variety of resources available online about the Individualized Education Program (IEP). These resources include fact sheets, articles, and more. The online resources follow some frequently asked questions (faq's) pertaining to IEP's.

If you have questions about IEP's or need help with issues related to education, please contact your PATH, PEN, or TEAM Regional Coordinator. To find your Regional Coordinator, check our Texas PTI Map or call us at 1-800-866-4726.

Frequently Asked Questions About IEP's

1. So my child has been found eligible for special education. What next?

The next step is to write what is known as an Individualized Education Program--usually called an IEP. After a child is found eligible, a meeting must be held within 30 days to develop to the IEP.

2. What is an Individualized Education Program?

An Individualized Education Program (IEP) is a written statement of the educational program designed to meet a child's individual needs. Every child who receives special education services must have an IEP.

The IEP has two general purposes: 


(1) to set reasonable learning goals for your child; and 


(2) to state the services that the school district will provide for your child.

3. What type of information is included in an IEP?

Your child's IEP will contain the following statements:

a. Present levels of academic achievement & functional performance.

This statement describes how your child is currently doing in school. This includes information about how your child's disability affects his or her involvement and progress in the general curriculum. 

b. Annual goals.

The IEP must state annual goals for your child, meaning what you and the school team think he or she can reasonably accomplish in a year. This statement of annual goals includes individual steps that make up the goals (often called short-term objectives) or major milestones (often called benchmarks). The goals must relate to meeting the needs that result from your child's disability. They must also help your son or daughter be involved in and progress in the general curriculum. 

c. Special education and related services to be provided.

The IEP must list the special education and related services to be provided to your child. This includes supplementary aids and services (such as a communication device). It also includes changes to the program or supports for school personnel that will be provided for your child. 

d. Participation with nondisabled children.

How much of the school day will your child be educated separately from nondisabled children or not participate in extracurricular or other nonacademic activities such as lunch or clubs? The IEP must include an explanation that answers this question. 

e. Participation in state and district-wide assessments.

Your state and district probably give tests of student achievement to children in certain grades or age groups. In order to participate in these tests, your child may need individual modifications or changes in how the tests are administered. The IEP team must decide what modifications your child needs and list them in the IEP. If your child will not be taking these tests, the IEP must include a statement as to why the tests are not appropriate for your child and how your child will be tested instead. 

f. Dates and location.

The IEP must state:

(a) when services and modifications will begin; 

(b) how often they will be provided; 

(c) where they will be provided; and 

(d) how long they will last. 

g. Transition service needs.

If your child is age 14 (or younger, if the IEP team determines it appropriate), the IEP must include a statement of his or her transition service needs. Transition planning will help your child move through school from grade to grade. 

h. Transition services.

If your child is age 16 (or younger, if determined appropriate by the IEP team), the IEP must include a statement of needed transition services and, if appropriate, a statement of the interagency responsibilities or any needed linkages. 

i. Measuring progress.

The IEP must state how school personnel will measure your child's progress toward the annual goals. It must also state how you, as parents, will be informed regularly of your child's progress and whether that progress is enough to enable your child to achieve his or her goals by the end of the year.

For a more in-depth information about the contents of the IEP, try this resource: Developing Your Child's IEP - HTML or PDF*

4. If my child has an IEP or gets special education, does she have to be in a different classroom?

No.  If your child has an Individualized Education Plan (IEP) or is receiving special education services, it does NOT automatically mean she will be placed in a special education classroom.  IDEA has a Least Restrictive Environment (LRE) clause, which states that children should be educated in the least restrictive environment that is still sufficient to meet their academic needs.  Therefore if your child can learn in a regular education classroom then that is where the law says she should be placed.

For more information about LRE, see this resource: Least Restrictive Environment (LRE): An English Translation of Key Legal Requirements*

5. Who develops my child's IEP?

Many people come together to develop your child's IEP. This group is called the ARD/IEP committee and includes most of the same types of individuals who were involved in your child's evaluation. Committee 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.

6. So I can help develop my child's IEP?

Yes, absolutely. The law is very clear that parents have the right to participate in developing their child's IEP. In fact, your input is invaluable. You know your child so very well, and the school needs to know your insights and concerns.

The school staff will try to schedule the Admission, Review, and Dismissal (ARD) meeting at a time that is convenient for all team members to attend. If the school suggests a time that is impossible for you, explain your schedule and needs. It's important that you attend this meeting and share your ideas about your child's needs and strengths. Often, another time or date can be arranged. However, if you cannot agree on a time or date, the school may hold the IEP meeting without you.

7. What should I do before the ARD/IEP meeting?

The purpose of the ARD/ IEP meeting is to develop your child's Individualized Education Program. You can 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.

For more information about attending ARD/IEP meetings, try these resources:

• Attending Meetings to Plan Your Child's Individualized Education Program*
  
  
• Individualized Education Program (IEP) TEAM Meetings and Changes to the IEP - MS Word**

8. What happens during an ARD/IEP meeting?

During the ARD/IEP meeting, the different members of the IEP team share their thoughts and suggestions. If this is the first ARD/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.

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: 

a. the educational and other goals that are appropriate for your child; and 

b. the type of special education services your child needs.

For more ideas about communication in an ARD/IEP meeting, try this resource: Communication in the Special Education Process*

9. What are related services?

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 between the dashed lines below. Examples of related services include:


a. occupational therapy which can help a child develop or regain movement that he or she may have lost due to injury or illness; and


b. speech therapy (called speech-language pathology) which can help children who have trouble speaking.

Related Services as listed in IDEA:

a. Transportation


b. Speech-language pathology


c. Audiology services


d. Psychological services


e. Physical therapy


f. Occupational therapy


g. Recreation (including therapeutic recreation)


h. Early identification and assessment of disabilities in children


i. Counseling services (including rehabilitation counseling)


j. Orientation & mobility services


k. Medical services for diagnostic or evaluation purposes


l. School health services


m. Social work services in schools


n. Parent counseling & training


This list does not include every related service a child might need or that a school system may offer.

For more information about related services, try this resource: Related Services - HTML or PDF*

10. What are special factors?

Depending on the needs of your child, the IEP team may also discuss the special factors listed below:

• If your child's behavior's interferes with his or her learning or the learning of others: The IEP team will talk about strategies and supports to address your child's behavior.
  
  
• If your child has limited proficiency in English: The IEP team will talk about your child's language needs as these needs relate to his or her IEP.
  
  
• If your child is blind or visually impaired: The IEP team must provide for instruction in Braille or the use of Braille, unless it determines after an appropriate evaluation that your child does not need this instruction.
  
  
• If your child has communication needs: The IEP team must consider those needs.
  
  
• If your child is deaf or hard of hearing: The IEP team will consider your child's language and communication needs. This includes your child's opportunities to communicate directly with classmates and school staff in his or her usual method of communication (for example, sign language).

11. What is assistive technology?

Assistive technology devices can help many children do certain activities or tasks. Examples of these devices are:

• devices that make the words bigger on the computer screen or that "read" the typed words aloud—which can help children who do not see well;
  
  
• electronic talking boards—which can help students who have trouble speaking; and
  
  
• computers and special programs for the computer—which can help students with all kinds of disabilities learn more easily.

Assistive technology services include evaluating your child to see if he or she could benefit from using an assistive device. These services also include providing the devices and training your child (or your family or the professionals who work with your child) to use the device.

12. How is my child’s placement decided?

Based on the above discussions, the IEP team will then write your child's IEP. This includes the services and supports the school will provide for your child. It will also include the location where particular services will be provided.

Your child's placement (where the IEP will be carried out) will be determined every year, must be based on your child's IEP, and must be as close as possible to your child's home.

The placement decision is made by a group of persons, including you the parent, and others knowledgeable about your child, the meaning of the evaluation data, and the placement options. In some states, the IEP team makes the placement decision. In other states, the placement decision is made by another group of people.

In all cases, you as parents have the right to be members of the group that makes decisions on the educational placement of your child.

13. Can my child's IEP be changed?

Yes. At least once a year a meeting must be scheduled with you to review your child's progress and develop your child's next IEP. The meeting will be similar to the ARD/IEP meeting described above. The team will talk about:

• your child's progress toward the goals in the current IEP,
  
  
• what new goals should be added, and
  
  
• whether any changes need to be made to the special education and related services your child receives.

This annual ARD/IEP meeting allows you and the school to review your child's educational program and change it as necessary. But you don't have to wait for this annual review. You (or any other team member) may ask to have your child's IEP reviewed or revised at any time.

For example, you may feel that your child is not making good progress toward his or her annual goals. Or you may want to write new goals, because your son or daughter has made such great progress! Call the principal of the school, or the special education director or your child's teacher, and express your concerns. If necessary, they will call the IEP team together to talk about changing your child's IEP.

For more information about ARD/IEP meetings and changes to the IEP, try this resource: Individualized Education Program (IEP) TEAM Meetings and Changes to the IEP - MS Word**

14. Will my child be re-evaluated?

Yes. Under the IDEA, your child must be re-evaluated at least every three years. The purpose of this re-evaluation is to find out: if your child continues to be a "child with a disability," as defined within the law, and your child's educational needs.

The re-evaluation is similar to the initial evaluation. It begins by looking at the information already available about your child. More information is collected only if it's needed. If the group decides that additional assessments are needed, you must give your informed written permission before the school system may collect that information. The school system may only go ahead without your informed written permission if they have tried to get your permission and you did not respond.

Although the law requires that children with disabilities be re-evaluated at least every three years, your child may be re-evaluated more often if you or your child's teacher(s) request it.

15. Is the school responsible for ensuring that my child reaches the goals in his or her IEP?

No. The IEP sets out the individualized instruction to be provided to your child, but it is not a contract. The school is responsible for providing the instructional services listed in an IEP. School officials must make a good-faith effort to help your child meet his or her goals. However, the school is not responsible if your child does not reach the goals listed in the IEP. If you feel that your child is not making progress toward his or her goals, then you may wish to contact the school and express your concerns. The IEP team may need to meet and revise your child's IEP.

For more information about IEP progress, try this resource: How Will I Know if My Child is Making Progress?*

For more information about IEP's, see these resources:

• A Guide to the Individualized Education Program (IEP) - HTML, MS Word*, PDF*
  
  
• A Student's Guide to the IEP - HTML or PDF*
  
  
• Aligning the IEP and Academic Content Standards to Improve Academic Achievement
  
  
• Developing Your Child's IEP - HTML or PDF*
  
  
• How Can My Child Be Involved in the IEP Process?*
  
  
• IDEA 2004 Close Up: The Individualized Education Program (IEP)
  
  
• IDEA Regulations: Individualized Education Program (IEP) - MS Word** or PDF*
  
  
• Individualized Education Plan (IEP) Model Form - MS Word** or PDF*
  
  
• NCLID's Pop-Up IEP for Parents and Advocates
  
  
• School Accommodations and Modifications*
  
  
• Special Education and Access Terminology - HTML, MS Word**, PDF*
  
  
• U. S. Department of Education's Frequently Asked Questions about Special Education