The IEP Process

Downloadable forms that show examples of documents that Ava uses to advocate for herself in school.

This presentation will address the who, what, where, when, why, and how of meeting the needs of deafblind students.

Krishangi Shroff, a determined young disability advocate with Usher syndrome, shares a poignant account of her struggle to exercise her right to read chapter books in elementary school. Faced with discrimination due to her disability, her narrative highlights the importance of challenging restrictive reading practices.

The state must identify, locate, and evaluate all children with disabilities in the state who need special education and related services.

The evaluation results will be used to decide the child’s eligibility for special education and related services and to make decisions about an appropriate educational program for the child.

A group of qualified professionals and the parents look at the child’s evaluation results. Together, they decide if the child is a “child with a disability,” as defined by the Individuals with Disabilities Education Act (IDEA).

If the child is found to be a "child with a disability," as defined by IDEA, he or she is eligible for special education and related services. Within 30 calendar days after a child is determined eligible, the IEP team must meet to write an IEP for the child.

The school system schedules and conducts the IEP meeting. School staff must:
contact the participants, including the parents;
notify parents early enough to make sure they have an opportunity to attend;
schedule the meeting at a time and place agreeable to parents and the school;
tell the parents the purpose, time, and location of the meeting;
tell the parents who will be attending; and
tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child.

The IEP team gathers to talk about the child's needs and write the student's IEP. Parents and the student (when appropriate) are part of the team. If the child's placement is decided by a different group, the parents must be part of that group as well.
Before the school system may provide special education and related services to the child for the first time, the parents must give consent. The child begins to receive services as soon as possible after the meeting.
If the parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. If they still disagree, parents can ask for mediation, or the school may offer mediation. Parents may file a complaint with the state education agency and may request a due process hearing, at which time mediation must be available.

The school makes sure that the child's IEP is being carried out as it was written. Parents are given a copy of the IEP. Each of the child's teachers and service providers has access to the IEP and knows his or her specific responsibilities for carrying out the IEP. This includes the accommodations, modifications, and supports that must be provided to the child, in keeping with the IEP.

The child's progress toward the annual goals is measured, as stated in the IEP. His or her parents are regularly informed of their child's progress and whether that progress is enough for the child to achieve the goals by the end of the year. These progress reports must be given to parents at least as often as parents are informed of their nondisabled children's progress.

The child's IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review. If necessary, the IEP is revised. Parents, as team members, must be invited to attend these meetings. Parents can make suggestions for changes, can agree or disagree with the IEP goals, and agree or disagree with the placement.

If parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. There are several options, including additional testing, an independent evaluation, or asking for mediation (if available) or a due process hearing. They may also file a complaint with the state education agency.

At least every three years the child must be re-evaluated. This evaluation is often called a "triennial." Its purpose is to find out if the child continues to be a "child with a disability," as defined by IDEA, and what the child's educational needs are. However, the child must be re-evaluated more often if the disability warrants (intellectual disability is every 2 years) or if the child's parent or teacher asks for a new evaluation.

Part 1 - the presenters give an overview of Usher syndrome, knowing what that means for your child, and first steps in creating an educational program. In Part 2 - a deeper discussion about individualized education plans (IEPs), accommodations, and modifications.

CADRE offers an online foundational course to increase the capacity of Parent Center staff and others who support families of children with disabilities to effectively empower families to engage in the Individualized Education Program (IEP) or Individual Family Service Plan (IFSP) process and resolve conflicts as they arise. This course provides easy access to the most relevant CADRE resources under each topic to expand one's learning. Knowledge checks and practice scenarios are embedded throughout to help reinforce learning and provide feedback in a low stress environment.

Developed by the U.S. Department of Education, with the assistance of the National Information Center for Children and Youth with Disabilities (NICHCY). The Department staff contributing to this guide include: Debra Price-Ellingstad, JoLeta Reynolds, Larry Ringer, Ruth Ryder, and Suzanne Sheridan, under the direction of Judith E. Heumann, Kenneth Warlick, and Curtis Richards.