Individualized Education Program

IEP

Individualized Education Program, commonly referred to as an IEP, is mandated by the Individuals with Disabilities Education Act (IDEA). The IDEA requires public schools to develop an IEP for every student with a disability who is found to meet the federal and state requirements for special education.

[1] The IEP must be designed to provide the child with a Free Appropriate Public Education (FAPE). The IEP refers both to the educational program to be provided to a child with a disability and to the written document that describes that educational program. At the end of twelfth grade, students with disabilities will receive an IEP diploma if they have successfully met the IEP goals. If they have not met the requirements for the high school diploma, then the IEP diploma is not awarded.

Key considerations in developing an IEP include assessing students in all areas related to the suspected disability(ies), considering access to the general curriculum, considering how the disability affects the student’s learning, developing goals and objectives that make the biggest difference for the student, and ultimately choosing a placement in the least restrictive environment.

Breaking Down the IEP: Frequency, Location and Duration

The IEP document must include a statement of the special education, related services and program modifications to be provided to the student. In regards to those components, the statute includes an additional requirement that designates specific details about the services that must be included.

The IDEA requires the written IEP document to include: "the projected date for the beginning of the services and modifications... and the anticipated frequency, location and duration of those services and modifications." 20 U.S.C. section 1414(d)(1)(A)(VIII).

When will the services and modifications described in the IEP begin? The projected start date describes when the IEP will be "in effect" for this student. In many instances, an IEP can begin to be implemented right away. However, in some instances, the IEP team may be meeting for the purposes of determining services that are to begin at a later date, for example the following school year. ...read more

For more info on IEP's and other topics visit our Educational Advocacy Blog

Fast Fact Friday: Attorney or Advocate at IEP Team Meetings Is a parent permitted to bring an advocate or attorney to an IEP meeting?

Yes! Parents are permitted, at their own discretion, to bring to the IEP meeting any individual with "knowledge or special expertise regarding the child." 20 U.S.C. 1414(d)(1)(B)(vi); 34 C.F.R. section 300.344. This can include an advocate, friend, relative, attorney, other professional, caseworker / social worker, therapist, etc. It is important to note that if the parent invites the individual, it is the parent who has the ability to make the determination as to whether the person has "knowledge or special expertise." ...read more

Click here to see a Sample IEP Meeting Agenda

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