A public school must prepare an IEP — an Individualized Education Program — for every child who qualifies for special education under the Individuals with Disabilities Education Act (IDEA). The IEP is a legal document that records the child’s current functioning, sets measurable goals for the year ahead, and lists the special education, related services, and supports the school will provide. Parents are members of the team that develops the IEP, and the plan is reviewed at least once each year.
IEP meaning: what does IEP stand for?
The initials IEP mean Individualized Education Program. Some people call it an "individualized education plan" or "individual education plan," but all these phrases refer to the same thing: a written plan focused on one student, not a classroom-wide program.
The IEP serves as the primary document schools use to provide a free appropriate public education (FAPE). It spells out for parents and school staff the exact services and supports the child will receive.
IEPs apply to children starting at age 3 and continuing up to age 21, though the exact upper age limit is set by state law. Infants and toddlers from birth to age 3 get early intervention under a different plan called an Individualized Family Service Plan (IFSP). If parents place their child in a private school, the child does not have an automatic right to an individual IEP, but the public district may provide some services through a services plan.
Who qualifies for an IEP?
A child is eligible for an IEP if they meet one of the 13 IDEA disability categories and, because of that disability, need special education and related services to make school progress. Simply having a medical diagnosis does not automatically qualify a student.
The 13 IDEA categories include autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment including blindness. For children ages 3 through 9, some states may also use the label "developmental delay."
The IEP process step by step
- Identification and referral. Under Child Find, schools are responsible for finding and evaluating children who might have a disability. Parents and teachers may also request an evaluation, and it’s best to do so in writing.
- Evaluation. Before the first evaluation the school must obtain written consent from the parent. The evaluation should be completed within 60 days after consent is given, or within the specific timeframe set by your state, and it must assess all areas of suspected disability.
- Eligibility decision. Qualified professionals together with the parents review the evaluation information and determine whether the child meets IDEA’s definition of a "child with a disability." If parents disagree with the school’s evaluation, they can request an independent educational evaluation (IEE) at public expense.
- IEP meeting within 30 days. After a child is found eligible, the school is required to hold a meeting to develop the IEP within 30 calendar days.
- Consent and services. Before a child receives special education services for the first time, Parents must sign written consent. Once Parents give that consent, the school should begin providing the services promptly.
- Progress reports. The school tracks progress toward each goal and provides parents with reports as specified in the IEP.
- Annual review. At least once each year the IEP team comes together to evaluate your child's progress and create a new IEP, and parents may request a meeting at any time.
- Reevaluation every 3 years. Schools must carry out a reevaluation at least once every three years, unless the parent and the school both agree it isn’t necessary. It cannot be done more than once in a year unless the parent and school both agree to it.
Who is on the IEP team?
Under 34 CFR 300.321, the IEP team must include:
- The child's parents or guardians
- At least one general education teacher, if the child is or may be in a regular classroom
- At least one special education teacher or special education provider
- A school district representative who knows the general curriculum and can commit school resources
- Someone who can explain what the evaluation results mean for instruction, such as a school psychologist
- Other people with knowledge or special expertise about the child, such as a speech-language pathologist
- The student, whenever appropriate, and always when transition planning is discussed
What must be in an IEP? (34 CFR 300.320)
The form looks different from state to state, but every IEP must contain:
- Present levels. A description of the child's present levels of academic achievement and functional performance (PLAAFP). This must explain how the disability impacts the child's ability to take part in and make progress in the general education curriculum.
- Measurable annual goals. Annual goals should cover academic and functional areas and be written with enough detail so progress can be tracked; many teams create them using the SMART format. Children who take alternate assessments must also have benchmarks or short-term objectives.
- Progress measurement. How progress toward the goals will be measured and when parents will get progress reports.
- Services and supports. The specially designed instruction, related services (such as speech therapy, OT or counseling), supplementary aids and services, and program modifications or supports for school staff.
- Participation with nondisabled peers. An explanation of how much, if at all, the child will not take part in the regular class and activities. This is tied to the least restrictive environment (LRE) rule.
- Testing. Any accommodations needed on state and district tests, or why an alternate assessment is more appropriate.
- Service details. Each service’s start date, how often it will occur, the location, and how long it will last.
- Transition services. Beginning with the IEP that is in place when the student turns 16—or earlier if the team chooses—the IEP must specify measurable postsecondary goals and the transition services needed to help the student meet those goals. See individualized transition plan.
- Transfer of rights. Schools must notify the student at least one year before the student reaches the age of majority under state law. That notice must state which rights will transfer to the student.
The team must also consider "special factors" when they apply, such as behavior supports, Braille, communication needs of a child who is deaf or hard of hearing, English language needs and assistive technology.
IEP vs 504 plan
An IEP and a 504 plan both help students with disabilities, but they come from different laws and do different jobs.
- Law. IEPs are created under IDEA, the Individuals with Disabilities Education Act. 504 plans come from Section 504 of the Rehabilitation Act of 1973, which is a civil rights law.
- Who qualifies. To get an IEP, a student must be identified under one of the 13 disability categories and demonstrate a need for special education. By contrast, Section 504 applies to any physical or mental impairment that substantially limits a major life activity. Examples of those activities include learning, reading, or concentrating.
- What it provides. An IEP provides specially designed instruction, related services and measurable goals. A 504 plan usually provides accommodations that give equal access to the general classroom, such as extra time or preferential seating.
A child may not meet the criteria for an IEP. They could still qualify for a 504 plan.
Tips for parents
- Put requests for evaluations and meetings in writing and keep copies.
- Ask for evaluation results before the IEP meeting so you have time to read them.
- Check that every goal is measurable and that each service lists how often, how long and where it happens.
- Read the procedural safeguards notice. It explains your rights, including prior written notice, mediation, state complaints and due process hearings.
- Monitor progress reports and ask for a meeting if your child falls behind.
Frequently asked questions about the IEP
Is an IEP the same as special education?
Not quite. Special education refers to the tailored instruction and supports provided to a child, while the IEP is the written plan that outlines those supports. Under IDEA, every student served by special education has an IEP; therefore calling someone "a child with an IEP" typically indicates they qualify for special education.
Is an IEP for ADHD or autism?
Yes, it can be: autism is listed among the 13 IDEA categories, and ADHD is often classified under "other health impairment." However, a diagnosis by itself doesn't qualify a child; the disability must interfere with learning enough that special education is needed. If a student with ADHD only requires accommodations (not specialized instruction), schools typically use a 504 plan instead.
Do IEPs follow a student to college?
No. IDEA ends when a student graduates with a regular diploma or ages out. Colleges do not write IEPs, but students with disabilities can request accommodations through the college's disability services office under Section 504 and the ADA. When the IEP ends, the school must give the student a summary of their academic achievement and functional performance, which can help with that request.
How often is an IEP reviewed?
At least once every 12 months the team must carry out a review, though they can conduct more frequent updates when needed. Parents may ask for a meeting at any time. Instead of meeting face to face, the school and parents can choose to make changes by putting them in writing.
Can parents disagree with the IEP?
Yes. Parents can raise concerns at the meeting, ask for another meeting, request an independent evaluation, or use mediation, a state complaint or a due process hearing. While a formal dispute is pending, the stay-put provision generally keeps the child's current placement in place.
