The ABCs of IEPs: A primer to the Individualized Education Program

In today's diverse educational landscape, it is crucial to ensure that every student receives the support they need to thrive academically, regardless of their unique abilities or challenges. For students with disabilities or special needs, Individualized Education Programs (IEPs) play a vital role in providing tailored educational services and accommodations to foster their learning and development.

Whether you are a parent, educator, or someone interested in understanding the fundamentals of inclusive education, this article serves as a comprehensive primer to demystify IEPs and shed light on their significance.

I: Individualized Education Program

The term Individualized Education Program (IEP) means a written statement for each child with a disability that is developed, reviewed, and revised. IEPs include a statement of the special education and related services to be provided to the child and a statement of the program modifications to be furnished. In the IEP process, the parents are full and equal participants along with school personnel.

The IEP team must determine and regularly test the child’s educational needs, present levels of academic achievement of academic achievement, and related developmental needs (Section 1414(d)(1)(A)(i)(I)).

For more information, check out 20 U.S.C. 1400 of the Individuals with Disabilities Education Act (IDEA). IEP regulations begin at §300.320 through §300.328. 

N: Native Language

In the context of an IEP, the term "native language" refers to the language that a student primarily speaks and understands. It is the language in which the student has the strongest communication skills and is most proficient.

The importance of considering a student's native language in the development of an IEP stems from the recognition that language plays a vital role in learning and academic success. For students who are English language learners (ELLs) or have a different primary language than the language of instruction in their educational setting, understanding their native language proficiency becomes crucial.

F: Free Appropriate Public Education (FAPE)

A free appropriate public education is available to all children with disabilities in the state between the ages 3-21. In IDEA, the term “free appropriate public education” is not clearly defined. In the Board of Education of the Hendrick Hudson Central School District v. Rowley, 458 U.S. 176 (1982), their conclusion was that FAPE is neither the best program nor the program designed to maximize a child’s potential. Courts have held that children with disabilities are entitled to an “appropriate education," not the best education.

O: The Office of Special Education and Rehabilitation Services (OSERS)

The Office of Special Education and Rehabilitation Services is a component of the U.S. Department of Education. OSERS administers the Individuals with Disabilities Education Act (IDEA), a statue which funds special education programs. 

R: Related Services

Related services refer to a range of supportive services that are provided to students with disabilities to help them benefit from their educational program. These services are designed to address the unique needs of each student and promote their overall development and educational success.

Related services are identified and included in the IEP based on the specific requirements of the student. IDEA defines related services as follows: "The term 'related services' means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education."

M: Measurable Annual Goals

An important ingredient in IDEA is “measurability." Section 300.347(a)(2) requires that the IEP include: “a statement of measurable annual goals, including benchmarks or short-term objectives, related to ---(i) meeting the child’s needs that result from the child’s disability to enable the child to be involved and progress in the general curriculum; (ii) meeting each of the child’s other educational needs that result from the child’s disability."

Each annual goal must include either short-term objectives or benchmarks. Both of these enable the child’s teacher(s), the parents, and any others whose responsibility is to develop and implement the child’s IEP to gauge, at intermediate periods throughout the year, the child’s progress being made toward achievement of the annual goals.

It is important that all goals and objectives be both measurable and measured. This will determine progress and provide for necessary revisions to the child’s IEP.  

A: Assessment

Assessment and eligibility are closely related. Whether you are new to special education or have been through the IEP process, assessment reports are key in the decisions made concerning the programs and services your child receives. If you are new to special education, assessment is used to determine whether or not your child is eligible for special education services.

This assessment is called the “initial assessment” and evaluates your child’s current abilities levels and their potential areas of need (20 U.S.C. §1414(a)(1); 34 C.F.R. §300.320, 527, 531-535). If your child has previously been found eligible, their evaluation assessment takes place at least once every three years. These evaluations can occur more often upon parent or the child’s teacher request. The evaluations are to review the child’s ability levels and their potential areas of need (20 U.S.C. §1414(a)(2); 34 C.F.R. §300.321, 536).   

T: Together

As the adage goes, "It takes a village to raise a child." Positive interaction by the entire school staff, whether they are a student’s teacher or not, will provide the student a safe and healthy environment for them to grow. 

I: Inclusion of Student

Special education is a service, not a place where students are sent. If school personnel view special education as a “place” rather than a service, the child’s unique needs and how the school can best meet these needs are often not evaluated properly.  

O: Office of Civil Rights (OCR)

The Office of Civil Rights becomes involved in disability issues when complaints are received from parents, students, or advocates. 

N: Nurture the Student

Special education is NOT an identifier of the student. Each child is unique, with individual strengths and challenges. As the parent of a child with special needs, you know your child requires additional support and assistance in their education. You have a crucial role to play in supporting your child’s learning and development.

You are the primary caregiver and advocate for your child and are uniquely positioned to provide emotional support, reinforce skills and concepts taught in the classroom, and help your child navigate the challenges of daily life. However, with some effort and planning, it is possible to establish a routine and space that is conducive to learning and growth.

It is my goal to support parents and educators to more meaningfully participate, be better advocates, and prepare inclusive classrooms, so that effective learning can occur for all students. As a special education consultant with over 30 years as a teacher and administrator, I can help you best navigate this complex journeys. If you have any questions, please email me directly!