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Benefits of an Individualized Education Plan (IEP)

Who Qualifies and What Services Are Provided

What Is an IEP?

• Who Qualifies
• What Is Involved
• Implementation
• Legal Rights
• IEP vs. 504 Plan

An Individualized Education Plan (IEP) helps children with disabilities receive personalized educational assistance. It is a written plan with specific goals in which special resources are delivered to a child for free to help them succeed at school.

After an IEP referral is made, an evaluation is performed to assess multiple factors, such as the child's schoolwork and ability to pay attention. Once a child qualifies, a plan is developed and shared among a team of providers, including school officials, counselors, therapists, and the parents or guardians. 

This article explains who qualifies for an IEP, how the evaluation is performed, and how (and which) services are provided. It also describes the legal right of parents to not only access IEP services but also direct how those services are delivered.

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An Individualized Education Program (IEP) is a legal document provided under Federal law that is used for children in public schools who need special education. It is developed with the child's parents and members of the school system who are trained to administer IEP according to the law.

An IEP is intended for children with disability. An eligible student is any child in public school between the ages of 3 and 21 with a specific learning disability.

The IEP is based on an evaluation of the child describing their current levels of performance, strengths, and needs. Based on the evaluation, a written document is prepared outlining:

• The goals of the plan
• What special accommodations and services are needed
• Who will provide these services
• When and how progress is measured

The IEP is reviewed every year to assess the child's current level of performance, whether goals have been met, and what, if any, modifications are needed to improve performance.

Who Qualifies for an IEP?

A child is eligible for an IEP if they have a qualifying disability that requires special education. Under the definitions outlined in the Individuals with Disabilities Education (IDEA), the disability must have a negative impact on the child's academic performance. 

There are 12 categories of qualifying disabilities:

• Intellectual disability
• Hearing impairment
• Speech or language impairment
• Visual impairment
• Emotional disturbance
• Orthopedic impairment
• Autism spectrum disorder (ASD)
• Traumatic brain injury
• Specific learning disability (such as dyslexia )
• Deaf-blindness
• Multiple disabilities
• Any other health impairment affecting strength, energy, or alertness (such as asthma, ADHD, diabetes, or sickle cell anemia)

In addition, IEPs may be available (in many but not all states) for "gifted students," meaning those who are academically advanced compared to their peer group. This is often referred to as a "Gifted IEP" and exists to meet the academic and social-emotional needs of these unique students.

Who Is Involved in the IEP Evaluation Process?

Depending on the child’s specific needs, the team members involved in the evaluations may include the parents and guardians, along with:

• Counselors or psychologists
• Healthcare providers
• Hearing specialists
• Occupational therapists
• Speech therapists
• Teachers or special education educators
• Physical therapists
• Vision specialists

Implementing the IEP

The implementation process starts with the referral of a child for evaluation and continues until the IEP is reevaluated.

The IEP process can be described in the following 10 steps:

• "Child Find" : This is the system the state uses to identify and locate children with disabilities, called "Child Find." Parents may be contacted and asked if their child should be evaluated, or parents can call the "Child Find" system and ask for their child to be evaluated.
• Evaluation : The evaluation by members of the school system and others assess the child in all areas related to the suspected disability.
• Decision : A group of qualified professionals along with the parents review the evaluation and decide if the child has a disability as defined by the IDEA Act.
• Eligibility for services : After a child is determined eligible, the IEP team has 30 calendar days to schedule a meeting and start drafting the IEP.
• Meeting with stakeholders : The IEP meeting is conducted with all participants, including the parents, teachers, school counselor, school administrator, and any healthcare providers or therapists.
• Formulating the IEP : The IEP is written, providing details about which services are needed and how the program goals are to be measured.
• Delivery of services : The services and accommodations are rolled out in the manner described in the IEP.
• Progress report : The parents are updated as to how their child is progressing. Written progress reports are mandated per the terms of the IEP.
• Annual review : A review is conducted by the IEP team at least once yearly or more often if the parents or school ask for it.
• Reevaluation : This evaluation, called a "triennial," is performed every three years to determine if the child still has a "disability" as defined by the IDEA Act and what ongoing services, if any, are needed.

Your Legal Rights for IEP

Under Federal Law, every child with a disability in public school is entitled to receive a "Free Appropriate Public Education" (FAPE) in the "Least Restrictive Environment" (LRE). This includes the right to special education at no cost when deemed necessary.

There are also legal guidelines, called procedural safeguards, that outline the rights of parents throughout the IEP process.

These include:

• The right to an Independent Educational Evaluation (IEE) if the initial evaluation deems your child is ineligible for IEP
• The right to a first IEP meeting within 30 days of a child being deemed eligible
• The right to give or deny consent to every facet of the IEP
• The right to request an independent mediator if an impasse with the IEP plan is not found

What IEP Services Are Available?

IEP services are the resources available to support a child with disabilities. Sometimes they involve assistance with traveling to and from school or mobility at school. Other children may need counseling or occupational therapy. While this is not a complete list, the following are common examples of IEP services.

Audiology Services

Audiology involves helping children with hearing loss. Services might include identifying a child with hearing problems, evaluating the level of hearing loss, speech and language therapy, and choosing the right hearing aid if appropriate.

Occupational Therapy

Occupational therapists work with children to help them improve, develop, or restore skills or function. Examples of the types of skills occupational therapists can help children with include:

• Activities of daily living : for example, bathing, feeding, and dressing
• Play and social interaction : conversation, sharing, taking turns
• Sensory regulation : controlling stimulation levels by wearing headphones or sunglasses, using fidget toys, calming exercises
• Executive function : using organization and memory aids
• Academic skills : handwriting, coloring, drawing
• Transition to adulthood : shopping, laundry, and cooking, preparing for employment

Parent Counseling and Training

Sometimes parents need help understanding their child's unique needs or their disability. In this case, parent counseling and training may be part of an IEP plan. 

Training can range from information about how to help a child with anger management to exercises to perform at home.

Psychological Services

Psychological services are frequently provided by or coordinated by the school counselor. The counselor or other trained mental health professional can assist in identifying special needs. They might also develop strategies to help with outbursts, behavior modification, emotional coping skills, and more.

These services help children with disabilities learn how to use their recreation and leisure time in a way that is beneficial to them. Recreation services may include after-school or community youth programs. Learning to use leisure time constructively can help improve skills related to the following:

• Physical functioning 
• Attention span
• Decision making 
• Problem-solving
• Team-building
• Anger management
• Stress management

School Health Services

Children with disabilities often require help from school health services for support, such as medication administration, special feedings, managing a tracheostomy , and chronic illness management.

Additional IEP Services

Additional IEP services include:

• Early identification of disabilities
• Interpreting
• Medical assistance
• Physical therapy
• Rehabilitation counseling
• Social work
• Speech-language pathology

Differences Between the IEP and 504 Plan

The IEP and 504 Plan both support children with disabilities at no cost to families. The IEP was created under the Individuals with Disabilities Education (IDEA) Act of 1990, while the 504 Plan was enacted under an anti-discrimination law called the Rehabilitation Act of 1973.

The 504 covers a broader range of disabilities than the IEP and is available for kids with disabilities who don’t qualify for the IEP. Although these children may have a disability that needs assistance, they are not struggling to keep up with their learning or schoolwork.

A few other key differences between the IEP and 504 Plan include:

• Consent : Both require permission from a parent or guardian before evaluation, but the IEP requires written consent.
• Eligibility : An IEP is more appropriate for a child who is falling behind academically while a 504 provides a child with disabilities accommodations. 
• Evaluation : The IEP evaluation process is more formal and lengthy than the 504.
• Family notification : Both plans require notice to parents or guardians before a change, meeting, or evaluation. However, the IEP notification must be in writing.
• Review : An IEP has to be reviewed yearly and reevaluated every three years. Typically states follow these guidelines for the 504, but it can vary.
• Document type : An IEP must be a written document while the 504 does not.
• Who creates it : The IEP is more strict about team members than the 504. 
• What’s in it: An IEP is specific about a child’s performance, goals, and timing of services provided. The 504 states who will provide services and who makes sure the plan is done.

While a child could have both an IEP and a 504, it’s unusual for them to have both. In general, an IEP plan is for a child who is falling behind academically.

An Individualized Education Plan (IEP) helps children with disabilities by providing personalized resources to help them be more successful in school. Once a child is referred, an evaluation period helps determine a child’s eligibility for an IEP.

The school typically schedules an IEP team meeting within 30 days of eligibility. Schools invite parents or guardians to the meeting where the plan is written. They review the plan at least once a year and evaluate eligibility every three years.

Services vary based on a child’s individual needs. Examples include physical therapy, occupational therapy, anger management, speech-language therapy, and more.

Kurth JA, Lockman-Turner E, Burke K, Ruppar AL. Curricular philosophies reflected in individualized education program goals for students with complex support needs .  Intellect Dev Disabil . 2021;59(4):283-294. doi:10.1352/1934-9556-59.4.283

Department of Education. Sec. 300.8 Child with a disability .

National Special Education Advocacy Institute. Gifted IEP .

U.S. Department of Education. A guide to the Individualized Education Program .

Chen HC, Wang NM, Chiu WC, et al. A test protocol for assessing the hearing status of students with special needs . Int J Pediatr Otorhinolaryngol . 2014;78(10):1677-1685. doi:10.1016/j.ijporl.2014.07.018

Institute for Quality and Efficiency in Health Care, What is occupational therapy?

Center for Parent Information and Resources. Specifying related services in the IEP .

Cystic Fibrosis Foundation. Individualized Education Programs (IEPs) and 504 plans .

By Brandi Jones, MSN-ED RN-BC Jones is a registered nurse and freelance health writer with more than two decades of healthcare experience.

What Is an IEP? Individualized Education Programs, Explained

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Over the past decade, the number of students with disabilities has been increasing , and there’s also a special education teacher shortage.

That has made individualized education programs, which special education students rely on, all the more important, according to experts. All special education students rely on these programs, called IEPs, which allow them to receive educational services tailored to their needs.

In the 2021-22 school year, 14.7 percent of all students nationwide were special education students, reaching an all-time high in 46 years, according to National Center for Education Statistics data.

Even with special education staffing shortages increasing along with special education student numbers, districts are still required to meet the individual needs of these students, according to the U.S. Department of Education.

The Individuals with Disabilities Education Act , or IDEA, is the federal law that mandates special education teachers be appropriately trained and have the knowledge and skills to serve children with disabilities, and that all special education students receive a “free appropriate public education.”

Some states and districts may be skirting the law, the U.S. Department of Education said last year in a letter to state directors of special education. Valerie Williams, the director of the office of special education programs at the education department, warned state directors of special education in a letter that they are still required to meet those requirements.

“In light of a teacher shortage when we are seeing an increase in students with very specific needs, how individualized can we be?” said Brandi Smith, adjunct instructor in the school of education at American University, and a special education teacher.

• Autism spectrum disorder
• Deaf-Blindness , or simultaneous hearing and visual impairments
• Deafness , including total or partial deafness
• Developmental delay , which means delays in communication, motor skills, or cognitive abilities
• Emotional disturbances , such as anxiety disorder, schizophrenia, bipolar disorder, obsessive-compulsive disorder, and depression
• Hearing impairments , including partial or temporary hearing loss, which aren’t identified under the “deafness” category
• Intellectual disability , such as Down syndrome
• Orthopedic impairment , such as cerebral palsy
• Other health impairments , which can include conditions such as ADHD
• Specific learning disability , such as any condition impacting a child’s ability to read (Dyslexia), write (dysgraphia), or do math ( Dyscalculia)
• Speech or language impairment , such as stuttering or difficulty with articulation
• Traumatic brain injury  caused by an accident
• Visual impairment,  including partial and total blindness

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Individual education plans.

Individual education plans (IEPs) are used by many schools as a planning, teaching and reviewing tool for children and young people with special educational needs (SEN). Here, we explain what IEPs are and how you and your child can be involved with them.  

What is an IEP?

An IEP is a document that helps teaching staff to plan for your child. It should include strategies to help them learn and be used to review their progress. The IEP should be guided by your child’s profile, records, assessments, their strengths and statement of SEN if they have one. It should help your child to access and engage with the curriculum.

IEPs are different for each child or young person and should set out what should be taught, how it should be taught and how often. There isn't a standard format for IEPs, but they generally include details of short-term targets and the additional support that has been put in place to help your child meet them. The document should be accessible and understandable to all. It should be agreed by you and, wherever possible, your child as it's important for you to be involved at this first stage.  

What should be in an IEP?

• The nature of the child or young person’s learning or developmental difficulties
• What help should be given
• Who will give the help, what equipment, programmes or materials will be used
• When, where and how often the help will be given
• The nature of the support required from parents at home
• Any pastoral care or medical requirements
• The monitoring and review arrangements
• How it will be decided if the help has been successful (you may see the phrase 'success criteria')

You may want to consider this list before attending a review meeting so that you are clear about what needs to be included.

IEPs should focus on up to three or four key short-term targets for your child. The targets should relate to literacy and numeracy but can also focus on other areas, such as helping your child to develop independence skills.

For children and young people on the autism spectrum targets may focus on communication, social inclusion and flexibility.

Targets that are set for your child should be SMART:

• specific so it is clear what your child should be working towards
• measurable so that it is clear when the target has been achieved
• realistic so that they are relevant to your child's needs and circumstances
• time-bound (to be achieved by a specified time).

When setting targets school staff should consider your child’s age, ability, concentration, emotional and behavioural issues and how they prefer to learn as well as your home circumstances.

You should be involved and informed of any action the school is going to take and any help that you may be able to give your child at home. Guidance from the Department of Education suggests that communication with parents is vital and that your wishes, feelings and knowledge should be taken into account. With a thorough understanding of your child, you can give vital support at home to help them meet their targets.

Where possible your child should also contribute to the targets set for them. The school should consider whether your child:

• knows they have an IEP and why
• contributes to the preparation of their IEP
• knows what targets have been set for them
• knows why support is being given
• gets feedback about their progress in a format they can understand
• gets the chance to express their views and be listened to

The content of an IEP should change as your child's needs develop. If specific targets set in an IEP are achieved, it means that the extra help has been successful. New targets then need to be set at an IEP review meeting.

Alternatively, it may be decided that the help given has been so successful that an IEP is no longer needed.

Strategies and resources

The section that outlines the strategies and resources the school will use to help your child reach their targets should include:

• who will carry out the support eg teacher, classroom assistant
• when the support will happen eg 4 x 30 minute small group sessions per week)
• what the nature of the support will be eg teaching strategies, resources, interventions and/or programmes
• where the support will happen eg in class or elsewhere

Success criteria

This section of the IEP will contain information on how your child is progressing with their targets, whether or not they have been achieved and if the additional help has been successful.  

When should IEPs be used?

IEPs should be used to set out the extra help offered to individual pupils who need it, normally in stages 2 and 3 of the five possible stages of identifying, assessing and providing for a child’s SEN. They should also be used for children undergoing statutory assessment and for those with statements of special educational needs .

If a child moves from one stage to another or to a statement they should have a new IEP. It's likely that a new IEP will be drawn up after each review too, as the targets on them should be short-term.

If a pupil has a statement, the short-term targets and strategies set out in their IEP should be linked to the overall objectives and provision set out in their statement.  

Managing IEPs

Teachers should have time set aside for writing, teaching and reviewing IEPs. All IEP targets must be achievable for both the pupil and teacher.

Regular periods of time working with a pupil with SEN or the pupil working on an IEP target should be included in the teacher's daily or weekly teaching plans.  

Reviewing IEPs

IEPs should be reviewed regularly, normally termly or twice a year. You should be invited to attend and take part in reviews. At least one review can be carried out at parents' evening. Where possible, everyone involved in your child’s education and support should take part in the review.

Reviews of IEPs should not be confused with the statutory annual review meeting that is carried out for children with a statement of SEN. However, the child's IEP should be discussed as part of this meeting.

What does this mean in practice?

When reviewing your child’s IEP the teacher should consider:

• if appropriate targets had been set for your child
• whether or not your child met the targets 
• if the strategies and resources were suitable and frequent enough
• if the strategies were effective
• whether your child make progress in other areas
• if there any unresolved problems that need to be addressed
• whether your child stay at the stage they are on or move up or down the five stage process. 

Both your views and those of your child should be sought and recorded.

After considering progress, the targets to be achieved by the next review should be set by appropriate staff with your involvement and input from your child if possible.  

The role of teaching staff and specialists

The special educational needs co-ordinator (SENCO) and your child’s teacher(s) are responsible for preparing the IEP. The SENCO should make sure that all staff working with your child are aware of their IEP and that there is good communication between those supporting them.

Professionals from outside the school, such as a specialist teacher, an educational psychologist or a speech and language therapist, might provide advice to help prepare the IEP. They might also make additional specialist assessments, or be involved in teaching your child directly. When IEPs are developed with the help of specialists, the strategies in the IEP should usually be used, at least in part, in the normal classroom setting.

It will be helpful for you to find out which specialists, if any, will be working with your child.  

Further help

• Department of Education

Useful reading

• Code of practice on the identification and assessment of special educational needs . Department of Education (1998).  
• Supplement to the code of practice . Department of Education (2005).  
• Special Educational Needs: A guide for Parents . Department of Education (1997).

Article sources

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Last reviewed and updated on 16 September 2020

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Individualized Education Programs (IEPs)

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What's an IEP?

Students who need extra help and support in school may be eligible for special education services in the form of an individualized education program (IEP). This program is offered free of charge to families of kids in public schools and outlines the goals and any support services that may be needed for a child to succeed in school.

The Individuals with Disabilities Education Act (IDEA) says that parents and guardians of students with disabilities or special health care needs are important members of their child's education team. They should work with educators to develop a plan that helps kids succeed in school.

Understanding how to get and use these services will help your child be as successful as possible in school.

Who Needs an IEP?

Students who are eligible for special education services need an IEP. While there are many reasons that students could be eligible, some common conditions include:

• attention deficit hyperactivity disorder (ADHD)
• cognitive challenges
• developmental delays
• emotional disorders
• hearing problems
• learning problems
• physical disabilities
• speech or language impairment
• vision problems

How Are Services Offered?

In most cases, the services and goals outlined in an IEP can be offered in a general school environment. This can be done in the regular classroom (for example, a reading teacher helps a small group of children who need extra help while the other kids in the class work with the regular teacher.) The small group serves students with similar needs who are brought together for help.

Every effort is made to help kids learn alongside their peers who do not have disabilities. But sometimes the level of support needed can't be met in a general classroom, so students are educated in a specialized learning classroom that is more appropriate for their needs. These classes have fewer students per teacher and allow for more one-on-one instruction. The teacher usually has training in helping kids with special educational needs. Students spend most of their day in a small group classroom and join the regular classes whenever possible — for example lunch, gym, or the arts.

What's the Referral and Evaluation Process?

The referral process begins when a teacher, parent, or doctor is concerned that a child may be having trouble in the classroom, and the teacher notifies the school counselor or psychologist.

The first step is to gather specific information about the student's progress or academic problems. This may be done through:

• a  conference  with parents
• a conference with the student
• watching the student in class to assess performance (attention, behavior, work completion, tests, classwork, homework, etc.)

This information helps school officials decide the best next step. Sometimes new classroom strategies are all that's needed to help a child become more successful. If this doesn't work, the child will get an educational assessment, which can find a specific learning disability or other health impairment.

Note: The presence of a disability doesn't automatically guarantee a child will get services. To be eligible, the disability must affect how the child does at school. To decide on a child's eligibility, a team of professionals will consider their observations, as well as how the child does on standardized tests and daily work such as tests, quizzes, classwork, and homework.

Who's On the Team?

As a guardian, you can decide whether to have your child assessed. If you choose to do so, you'll be asked to sign a permission form that will detail who is involved in the process and the types of tests they use. These tests might include measures of specific school skills, such as reading and math or developmental skills, like speech and language.

The professionals on the evaluation team can include:

• classroom teachers
• a psychologist
• a  physical therapist
• an  occupational therapist
• a  speech therapist
• a special needs educator
• a vision or hearing specialist
• others, depending on the child's specific needs

When the team finishes the assessment, a comprehensive evaluation report is developed. This report includes an educational classification and outlines the skills and support the child will need.

You can review this report before an IEP is developed. If there is something that you don't agree with, work together with the team to come up with a plan that best meets your child's needs.

How Is an IEP Developed? 

The next step is an IEP meeting with you and the team to decide what will go into the IEP. A regular teacher should also attend this meeting to offer suggestions for how the plan can help your child progress through the standard education curriculum.

At the meeting, the team will discuss your child's educational needs — as described in the evaluation report — and develop specific, measurable short-term and yearly goals for each of those needs. You can take an active role in developing the goals and determining which skills or areas will receive the most attention.

The cover page of the IEP outlines the support services your child will get and how often they will be provided (for example, occupational therapy twice a week). Support services might include:

• special education
• speech therapy
• occupational or physical therapy
• medical services like nursing or vision and hearing therapy

Services might also include transportation, test help or modifications, participation in special programs, and the inclusion of transition planning beginning at age 14. 

If the team recommends several services, the amount of time they take in the child's school schedule can seem overwhelming. To ease that load, a professional may talk with your child’s teacher to come up with strategies that help but won’t offer hands-on instruction. For example, an occupational therapist may suggest accommodations for a child with fine-motor problems that affect handwriting, and the classroom teacher would incorporate these suggestions into the handwriting lessons taught to the entire class.

Other services can be delivered right in the classroom, so the child's day isn't interrupted by therapy. The child who has trouble with handwriting might work one-on-one with an occupational therapist while everyone else practices their handwriting skills. When deciding how and where services are offered, the child's comfort and dignity should be a top priority.

Your child's IEP should be reviewed annually to update goals and make sure your child is getting the support that's needed. However, IEPs can be changed at any time on an as-needed basis. If you think your child needs more, fewer, or different services, you can request a meeting and bring the team together to discuss your concerns.

What Are My Legal Rights?

Guidelines (sometimes called procedural safeguards) outline your rights as a parent to control what happens to your child throughout the IEP process. For example, timelines ensure that the development of an IEP moves from referral to providing services as quickly as possible. When your child is referred, ask about this timeline and get a copy of your parents' rights.

The parents' rights also describe how you can proceed if you disagree with any part of the evaluation report or the IEP — mediation and hearings are some options. You can get information about low-cost or free legal representation from the school district or through early intervention programs.

Attorneys and paid advocates familiar with the IEP process will provide representation if you need it. You also may invite anyone who knows or works with your child whose input you feel would be helpful to join the IEP team. Federally supported programs in each state support parent-to-parent information and training activities for parents of children with special needs. The Parent Training and Information Projects conduct workshops, publish newsletters, and answer questions by phone or by mail about parent-to-parent activities.

What Else Should I Know?

Parents have the right to choose where their kids will be educated. This choice includes public or private elementary schools and secondary schools, including religious schools. It also includes charter schools and home schools.

But parents should know that the rights of children with disabilities who are placed in private elementary schools and secondary schools are not the same as children with disabilities who are enrolled in public schools.

Two major differences that parents, teachers, school staff, private school representatives, and kids need to know about are:

• Children with disabilities who are placed by their parents in private schools may not get the same services they would get in a public school.
• Not all kids with disabilities placed by their parents in private schools will get services.

The IEP process is complex, but it's also an effective way to address how your child learns. If you have concerns, be sure to ask about the evaluation findings or the goals recommended by your child's IEP team. You know your child best and should play a central role in creating a learning plan tailored to their specific needs.

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8 Basic Components of an Individualized Education Program (IEP)

An individualized education program (IEP) is a plan that teachers and parents develop to help children with learning disorders and other types of disabilities succeed in school. For a child who learns differently or has a disability, navigating just a single school day, much less an entire year, can be overwhelming. But a well-designed IEP can identify manageable goals that can reassure and motivate a child.

The Individuals with Disabilities Education Act (IDEA), the federal law governing special education, ensures that every child receives an evaluation to determine whether they qualify for extra school support, and if they do, entitles them to an IEP designed just for them .

This federal law also requires that an IEP contains a minimum set of components that convey key information about your child and details about when and how the plan will be implemented. Start by getting familiar with the eight key components of an IEP below.

Current Skill Level

Every IEP must include a description of your child's current performance and skills in all areas of concern. It should explain how their disability affects their progress in the general education curriculum. It will also assess their "functional performance" in non-academic areas like motor skills , behavior, and interpersonal relationships.

IEP teams typically use formal assessments to determine how your child is doing and establish a baseline of performance. The team may also use anecdotal information and feedback from teachers to further describe their skills.

Annual Goals

The IEP must contain information about your child's goals, which need to be updated at least once per year. Depending on what challenges your child faces, goals can relate to academic performance, behavior, improving their physical mobility in navigating between classes, and more.

Each objective should be measurable. With the help of regular evaluations, teachers and parents should be able to see how close a child has come to reaching their goals by the end of a school year.

Progress Tracking

The IEP must explain exactly how progress toward your child's goals will be measured, whether it's regular testing or feedback reports from teachers. This gives you a clear idea of how your child is being evaluated throughout the year, and also provides reassurance that you will be kept in the loop about your child's achievements and setbacks.

Special Education Services

The IEP must clearly describe the student's special education program and how it's been designed to suit their particular needs. This provides details like separate instruction time, the use of one-on-one aides, and even special faculty training to help teachers learn more about how to best support your child.

Duration of Services

The IEP must include a projected beginning and end date of any services the IEP team proposes. This includes details on the frequency of the services and where they will be delivered. The intent is to ensure that everyone understands exactly when and where your child's individual program will take place.

Participation in Mainstream Classrooms

This section ensures that supportive staff and faculty are doing all they can to keep your child in the "least restrictive environment" possible. With an aim of inclusion, this part of the IEP will detail how the child can join the general, mainstream classroom environment whenever it's appropriate.

The IEP must specify the amount of time a student will participate in these mainstream classes. It will also explain the rationale for that decision.

Testing Adaptations

The IEP must explain if your child will participate in state and local achievement tests that other kids at their school take. If they will, it's important that the IEP specifies what types of testing accommodations will be used for them. Testing accommodations might include extra time, distraction-free rooms, and wheelchair-accessible tests.

If you and your child's teachers decide it's best that your child take modified or different tests to assess achievement, the rationale for that decision must be included in the IEP.

Transitional Goals and Services

An IEP is designed to help your child succeed in the here and now, but also prepare them for the next phase of their education. For that reason, starting around a child's 14th birthday , an IEP must include plans for transitioning a child beyond grade school.

Transitional goals and services focus on instruction and support needed to help your child move from the school environment and into a job, vocational program, or another program designed to promote independent living. If your child aspires to go to college, the IEP should also include steps to help prepare them for advocating themselves in that environment.

Frequently Asked Questions About IEPs

What is the difference between a 504 plan and an iep.

For kids with mental or physical impairments, a 504 plan provides modifications that allow them to learn in mainstream classroom settings. For example, a child with vision or hearing problems might receive preferential seating closer to the front of the classroom.

An IEP plan grants accommodations for children both in the general classroom as well as special services beyond it, such as extra tutoring. By law, parents or legal guardians need to be involved in creating an IEP but their input is not necessary for a 504 plan.

How are IEP goals written?

IEP goals are discussed and set during a collaborative planning meeting between parents, teachers, a specialist who has evaluated the child, and a representative of the school system (usually a special education coordinator or a principal).

What is the purpose of an IEP?

An IEP gives a child with a learning disorder or other disability the tools they need to succeed at school. The plan is different for every child and may include one-on-one classroom aides, individualized tutoring sessions, special classroom materials, or a modified schedule.

Who writes an IEP?

While deciding on the details of an IEP is a collaborative effort between parents and school personnel, your child's main special education teacher is usually the one to put the plan in writing. Parents sign off on the final draft of the IEP before it's implemented.

How long is an IEP good for?

IEPs are typically reviewed once a year. Parents who believe their child's IEP needs to be changed can request a special meeting before the annual review, which may lead to an IEP being revised.

Your Role in Your Child's IEP

An IEP is an integral part of the special education process and should be written with care. Ask questions of the IEP team and don't be afraid to hold educators accountable for closely monitoring your child's progress and keeping you posted about it. In many ways, you captain the IEP process, and your attention to detail can be key to the plan's and your child's success.

A guide to the individualized education program . U.S. Department of Education . 2019.

504 education plans . KidsHealth . 2023.

Office of Special Education and Rehabilitation Services. A transition guide to postsecondary education and employment for students and youth with disabilities . U.S. Department of Education.

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IEP - Individual Education Program

• Individual Education Plans
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Definition: The Individual Education Program Plan (IEP) is a written plan/program developed by the schools special education team with input from the parents and specifies the student's academic goals and the method to obtain these goals.The law (IDEA) prescribes that school districts bring together parents, students, general educators , and special educators to make important educational decisions with consensus from the team for students with disabilities, and those decisions will be reflected in the IEP.

The IEP is required by the IDEIA (Individuals With Disabilities Education Improvement Act, 20014) the federal law designed to carry out the due process rights guaranteed by PL94-142. It is intended to spell out how the local education authority (LEA, usually the school district) will address each of the deficits or needs that have been identified in the Evaluation Report (ER). It lays out how the student's program will be provided, who will provide services, and where those services will be provided, designated to provide education in the Least Restrictive Environment (LRE).

The IEP will also identify adaptations that will be provided to help the student succeed in the general education curriculum. It may also identify modifications , if the child needs to have the curriculum significantly changed or modified in order to guarantee success and that the student's educational needs are addressed. It will designate which services (i.e. speech pathology, physical therapy, and/or occupational therapy) the child's ER designates as needs. The plan also identifies the student's transition plan when the student becomes sixteen. 

The IEP is meant to be a collaborative effort, written by the whole IEP team, which includes the special education teacher, a representative of the district (LEA) , a general education teacher , and the psychologist and/or any specialists who provide services, such as the speech language pathologist. Often the IEP is written before the meeting and provided to the parent at least a week before the meeting so the parent can request any changes before the meeting. At the meeting the IEP team is encouraged to modify, add or subtract any parts of the plan they feel together are necessary.

The IEP will focus only on the areas that are affected by the disability(ies). The IEP will provide a focus for the student’s learning and designate the time for the student to successfully complete the benchmark objectives on the way to mastering the IEP Goal. The IEP should reflect as much as possible what the student’s peers are learning, which provides an age-appropriate approximation of the general education curriculum. The IEP will identify supports and services the student needs for success.

Also Known As: Individual Education Program or Individual Education Plan and is sometimes referred to as the Individual Education Program Plan.

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