One of the biggest challenges for caregivers advocating for their children is understanding how special education services work. An Individualized Education Program (IEP) is a crucial component of the special education process. While the specifics of an IEP vary by jurisdiction, here are some of the fundamental elements. Understanding these elements will empower families in their advocacy efforts.
What is an IEP?
An IEP is the legal roadmap that outlines a child's specific needs and the accommodations, modifications, and supports that will be put in place for them to have the tools to better access the curriculum at no cost to the family. According to the Individuals with Disabilities Education Act (IDEA), the federal law governing special education, every child receiving special education requires an IEP.
Who is eligible for an IEP?
Children are eligible for an IEP if they meet the criteria for a child with a disability as defined by IDEA. This includes children who have been diagnosed with a learning disability such as dyslexia (a reading disability), dyscalculia (a math disability), or dysgraphia (a writing disability). It also includes children with diagnoses of autism, intellectual disability, visual impairment, hearing impairment, deaf blindness, traumatic brain injury, serious emotional disturbance, and other health impairments (see the complete list of categories here).
How does a child get an IEP?
If a caregiver believes their child needs an IEP and access to special education services, they should speak to their child's teacher or another school professional such as the principal and request their child be evaluated. Schools will also identify children whom they feel need to be evaluated in order to determine whether they have an eligible disability. Parents need to consent to the evaluation, and these evaluations must be completed within a reasonable time frame once parental consent is obtained.
An IEP is a working document that evolves with the child. Goals are measured at intervals specified in the IEP and feedback is provided to the parents. IEPs are generally reviewed annually, or more frequently if a parent has requested, and updated based on the child's needs and progress. Once every three years, a child must be re-evaluated.
What is included in an IEP?
An IEP must include certain elements by law. However, individual states or school districts may include additional information. Here are some of the key content items:
- The child's current performance and how their disability impacts their access to the curriculum
- A child's strengths and areas of need
- How the child's needs affect their ability to access the curriculum
- Specific goals related to their academic, social, emotional or behavioral needs (these are often referred to as SMART goals as they are often written to be specific, measurable, attainable for the child, realistic, and time bound)
- Any accommodations or modifications that a child may need to meet those goals
- Any school-based interventions such as resource support, speech therapy, or occupational therapy that a child needs to reach those goals
- How the child's progress will be measured
What are accommodations and modifications?
Accommodations are changes to the environment, curriculum format, or equipment that enable a child to learn. While there are many types, here are a few examples of accommodations:
- Preferential seating in the classroom
- Taking tests or exams in a quiet room
- Sitting on a wobble stool, exercise ball, or disc o' sit cushion
- Adaptive writing utensil
- Use of a study carrel
- A quiet corner for calming or sensory breaks
- Use of sensory tools such as fidgets
- A "reader" who can read materials to the individual
- A scribe
- Use of a computer/iPad/other technology
- Movement breaks
Modifications are changes made to the material taught in order to adapt to a student's needs. The modification helps change what the child is expected to learn. This might include:
- A reduction in the number of assignments given
- Worksheets or materials at a different level
- Different homework
- A reduction in the number of spelling words to study
IEP Tips
Having participated in the development of many IEPs, the following are my favorite tips for IEP development:
- Parents should be ACTIVE participants in the IEP process. They must be notified in advance to have the opportunity to be present at the IEP meeting. It is not enough to send a completed IEP home for signature.
- Parents should be encouraged to take a family member, advocate, or other outside professional to the IEP meeting. Parents should notify the school of the intention to bring an additional person upon receiving the IEP written notification.
- Goals and interventions should serve the child's developmental needs. They should NOT serve as a way to make a neurodivergent child function like a neurotypical child.
- Forced eye contact should never be an IEP goal. Eye contact can be very uncomfortable for many neurodivergent students and forced eye-contact could have a negative impact on their ability to pay attention or regulate their emotions and behavior.
- Children should not be forced to lose things such as unstructured free playtime in order to engage in an intervention. Children need downtime, movement, and outdoor time to be cognitively available to learn in the classroom.
- Caregivers should engage in open and ongoing communication with their child's teacher and school.
- A child's teacher may have the ability to put in place some accommodations without setting up an IEP. Even if a child isn't eligible for an IEP but would benefit from certain accommodations, parents should speak to their child's teacher to see what's possible.
- Children can be active participants in their IEP and can attend the IEP meeting if appropriate.
- Parents should ensure they understand and have been explained the results of their child's evaluation. If they have questions, the school psychologist can explain the results.
- Recommendations from the evaluation should be included in the IEP. Caregivers or advocates should be prepared to draw attention to those during the IEP if they are not included.
- Empower parents to understand all elements of the IEP before agreeing to sign.
The best way to support a family through the IEP process is to help them understand their child's eligibility and entitlements before the IEP meeting. Caregivers who understand their role within the team as well as their legal rights during the process will be the most effective advocates for their children.