individual education plan

What Is an IEP? Individualized Education Programs, Explained

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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What is an IEP?

by: Jan Baumel MS | Updated: December 19, 2023

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You asked to have your child evaluated for special education services. Now it’s time for the IEP meeting, but you’re not sure what to expect. What’s in an IEP? How can you prepare for the meeting?

The IEP, Individualized Education Program, is a written document that’s developed for each public school child who is eligible for special education . The IEP is created through a team effort and reviewed at least once a year.

Before an IEP can be written, your child must be eligible for special education. By federal law, a multidisciplinary team must determine that (1) she’s a child with a disability and (2) she requires special education and related services to benefit from the general education program.

The Individuals with Disabilities Education Act (IDEA), a federal law, requires certain information to be included in the IEP but doesn’t specify how the IEP should look. Because states and local school systems may include additional information, forms differ from state to state and may vary between school systems within a state.

IEP team members

The members of the multidisciplinary team who write your child’s IEP include:

You, the parents, who have valuable insights and information about his strengths and needs and ideas for enhancing his education
General education teacher(s) who can share information about classroom expectations and your child’s performance
A special education teacher who has training and experience in educating children with disabilities and in working with other educators to plan accommodations
An individual who can interpret the results of your child’s evaluation and use results to help plan an appropriate instructional program
A representative of the school system who knows about special education services and has the authority to commit resources
Individuals with knowledge or special expertise about your child that are invited by you and/or the school district
Representatives from transition services agencies, when such services are being discussed
Your child, when appropriate, and whenever transition is discussed

Contents of the IEP

The IEP is a document that is designed to meet your child’s unique educational needs. It’s not a contract, but it does guarantee the necessary supports and services that are agreed upon and written for your child. At the least, the IEP must contain these pieces of information:

Present levels of educational performance

Information about your child’s strengths and needs is presented by teachers, parents, and the school staff who evaluated her. Comments will be made about how your child is doing in the classroom. Observations and results of state and district-wide tests and the special education evaluation, including individually administered standardized tests, are reviewed. Besides academic needs, any other areas of concern that have been identified, such as behavior, limited proficiency in English, blindness or visual impairment, deafness or hardness of hearing, a need for assistive technology or services, should be discussed, as well.

The next step is to write measurable goals that he can reasonably accomplish in one year. Goals are based on what was discussed and documented in present levels of educational performance and focus on his needs that result from the disability. Goals should help him be involved and progress in the general curriculum and may be academic, social, behavioral, self-help, or address other educational needs. Goals are not written to maintain skills or help him achieve above grade level.

The requirement for objectives and benchmarks — with which to measure progress toward goals — was eliminated from IEP requirements with the 2004 reauthorization of IDEA. However, the law now states that the child’s IEP must include “a description of how the child’s progress toward the annual goals … will be measured and when periodic reports on the progress the child is making toward annual goals will be provided” — for example, at the same time report cards are issued for all students.

This chart from Understood.org , a comprehensive resource for parents of kids with learning and attention issues, will help you tell if your child’s IEP goals are “SMART.”

Special education and related services

Once the IEP is written, the team has to decide how to put it into action. The school district is obligated to provide a free appropriate public education ( FAPE ) in the least restrictive environment (LRE). So the IEP team considers the way — to the maximum extent appropriate for both — to educate your child alongside kids without a disability. Special education is a set of services, rather than a specific place for your child to go. The services your child needs to reach the goals and objectives and how they’ll be delivered are identified. For most kids, the general education classroom will be the preferred setting, but a range of options is available, including special day classes. In addition to the above, the following are part of the IEP:

Information explaining the child’s current educational performance. This includes grades and observations made by teachers and other school staff.
When services will begin, where and how often they’ll be provided, and how long they’ll last
The extent, if any, to which your child will not participate with nondisabled kids in the regular class and other school activities
An explanation of how student progress will be measured and how parents will be told of the progress.
Beginning when the child is age 14 (or younger, if appropriate), the IEP must list the courses they need to take to reach their post-school goals.
Necessary transition services (age 16 or the first IEP that will be in effect when the child turns 16) that are needed to help the child prepare for leaving school.

These special factors will be considered and addressed in the IEP, depending on your child’s needs:

Supports and strategies for behavior management, if behavior interferes with her learning or the learning of others
Language needs as related to the IEP if he has limited mastery, or proficiency, in English
Communication needs
Assistive technology devices or s ervices required in order to receive FAPE
Necessary accommodations in the general education classroom

To see what an IEP looks like, visit Understood.org .

Your role at the meeting

Parents often feel overwhelmed when they attend an IEP meeting because so many people are there. The time goes by quickly, and you may feel rushed. Education jargon can be hard to understand, yet you’re supposed to be a full participant in the meeting. Here are some ideas that may help to reduce your anxiety, increase your participation, and facilitate the process.

Communicate regularly with school staff so that you’ll have an idea of what the teachers may say at the meeting.
Prepare your thoughts before the meeting by writing down the important points you want to make about your child. If you’d like, ask to have your information included in your child’s IEP.
Take someone with you to serve as your support system. If a spouse or family member can’t attend, ask a trusted friend to go with you. If you decide to bring a friend or advocate, you should inform the school so they are aware of whom you’re bringing. Be prepared for them to question who the person is and why you have decided to include them in the meeting. The school should tell you if they have a specific policy on other attendees at the IEP meeting.
Ask questions if you don’t understand the terms being used. If necessary, arrange to meet with individuals after the meeting to review their statements or reports.
Try to stay focused and positive. If anyone becomes frustrated or angry, ask to have the meeting continued at another date. It’s hard to develop an IEP when emotions have taken over the process.
Remember that you can sign to show you participated in the meeting, but you don’t have to agree to the goals or services at the meeting. You can take the IEP home to review, get input, and return later.

What happens next

Written parent permission is necessary before the IEP can go into effect. If you agree with only parts of the IEP, let the school know so services can begin for your child. Once you sign the first IEP, you have granted your permission for the school to provide ongoing special education services for your child.

Although you may change your mind after signing the IEP and withdraw your permission, you should be aware that this action may have legal implications. (Consult with an advocate before taking this action.) Write a letter to the school that tells why you’ve changed your mind and which parts of the IEP you disagree with. Most likely, the school will want to hold another IEP meeting to discuss your concerns.

The IEP is reviewed at least once a year. However, if you or the teacher believe that your child isn’t learning or making progress or has achieved the goals sooner than expected, a meeting may be scheduled to revise the IEP. If you feel that an IEP review meeting is needed, put your request in writing and send it to the school and/or district administrator. If you don’t agree with school officials on how to accommodate your child’s needs, you can ask for mediation services to resolve the dispute, if that is an option.

Work collaboratively with the staff responsible for your child’s IEP. Ask what you can do to reinforce skills at home.

Visit Understood.org for a collection of resources on how to make sure your child’s IEP is working .

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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.

Understanding IEPs

By The Understood Team

Expert reviewed by Melody Musgrove, EdD

A teacher talks to two students in a classroom.

What you’ll learn

The purpose of an iep, how to get an iep, what’s in an iep, iep meetings, staying on top of an iep.

For kids to receive special education services, they need an IEP — an Individualized Education Program. If your child has been evaluated, the process of getting an IEP has already begun. But there’s still a lot to learn about how the IEP process works and what your role will be.

This guide is designed to help you through every step of your IEP journey. It offers basic information, while also leading you to more detailed information and insights.

The more you know about the purpose of IEPs, the more involved you can be in getting your child the best support possible.

Which of these is your main concern?

Can my child get accommodations in class without having an IEP or 504 plan?
What's the difference between services and supports in special education?
What is the difference between an IEP and a 504 plan?
Ask your own question...

Get answers to all your questions with the Understood Assistant .

If you just started learning about IEPs, you’ll likely hear about many things that are unfamiliar to you. And you’ll probably have lots of questions. Who gets an IEP in school? What’s the difference between an IEP and a 504 plan ? What’s the purpose of an IEP?

Having answers to your questions can help you decide if you want to pursue an IEP for your child. It can also help you advocate for your child with more confidence.

Get basic information about IEPs .

The process of getting an IEP for your child can be confusing. It’s important to know what happens — and when. The first step is having an evaluation for special education . Then the school must decide whether your child qualifies for services and supports.

How will the school make that decision? What happens if the school decides your child isn’t eligible?

Learn about the process of how kids get IEPs.

If you’ve never seen an IEP before, the various documents can be hard to decipher. They cover many areas, using terms and information you’ll likely have questions about. But all of those pieces — from testing results to goals for progress — add up to the best school program of instruction and supports for your child.

The information in an IEP can give you a deeper understanding of your child’s strengths and challenges. And it should lay out exactly how the school plans to help your child improve and build skills.

Discover what’s in an IEP.

Your child’s special education program kicks off with an IEP meeting. The entire IEP team will be there. You may also hear from professionals at school who were part of the evaluation process. Some might provide services or supports for your child. And that’s just the first of many IEP meetings you likely will attend over the course of your child’s school years.

IEP meetings can be stressful for some parents. Knowing what happens at IEP meetings can make it easier to navigate them.

Learn how to navigate IEP meetings.

The IEP journey continues well after your child’s plan is put into place. From here on, you’ll play a key role in making sure the plan is working and your child is making progress. But what does that involve? What should you be looking for or asking about?

The IEP will change over time (and your role might as well) along with your child’s needs. You’ll also be involved in crafting a plan for transitioning out of an IEP toward the end of high school. But you’ll still be your child’s number-one advocate throughout the school years — and beyond.

Find out how to stay on top of your child’s IEP.