Find answers to frequently asked questions (FAQs) about Individualized Education Programs (IEPs). Just click on a question below to reveal the answer associated with it.
An IEP is a plan created to specifically address the needs of your child. As a student with special needs, your child has a right to specialized instruction that allows him or her to make meaningful educational progress. The law requires schools to provide what is appropriate or necessary but not what is best.
The IEP team consists of:
Parents
Student
Special education teacher
General education teacher
An administrator
Evaluators
Other service providers
Any other person you or the school choose to invite
The parts of the IEP include:
Present level of performance
Annual goals
Services
Modifications and accommodations
Placement
Transition planning
The IEP should be written based on recent information. If the current evaluations do not identify your child’s weaknesses and provide strategies to address them, you should request that more testing be done.
If you are having a problem that you have not been able to resolve by talking with the school, you have several options outside of the IEP process. Each of the options has different rules so it is important to choose the best one for your situation. The conflict resolution optionsare:
Your child does not fall within the exceptions to expulsion under IDEA if:
You did not agree to an evaluation or services for your child
The school evaluated your child but did not find him or her eligible for special education
The exception is:
If the school knew or should have known that your child should be in special education but did not offer to evaluate your child and he or she does not have an IEP
If your child plans to work after high school, goals should include:
Completing training in life, vocational and social skills, along with workplace etiquette
Building skills in order to help with work
Visiting/shadowing at possible workplaces
Using a job coach to try different occupations
Taking public transportation if needed for work
If your child plans to go to college after high school, transition goals may include:
Requesting accommodations for college entrance exams
Investigating the Disability Student Services (DSS) offices of various colleges
Building skills necessary to self-advocate
Completing applications for at least four schools with strong DSS offices
If your child has the academic ability to go to college, but not the functional skills (organizational, independent living, or social), you may consider a transition program, or a college program with additional support, or a structured environment with tutors.