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Demystifying the acronym of FAPE so that parents can better understand their rights. This article explores how the offer of FAPE helps create a student's IEP.

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June 2017
A briefing paper for Parent Centers from the Center for Parent Information and Resources

This brief is written primarily for...
...Parent Centers to use with staff, volunteers, or Board members who are new to the disability field or who wish to deepen or refresh their understanding of the term "free appropriate public education"-often referred to as FAPE-and what is involved in making FAPE available to children with disabilities.

This Brief Expands Upon...
...OSEP's Dear Colleague Letter on Free Appropriate Public Education, released November 16, 2015 and available online at:
https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/guidance-on-fape-11-17-2015.pdf

About the Dear Colleague Letter
The U.S. Department of Education's Office of Special Education Programs (OSEP) released this Dear Colleague Letter (DCL) ( 1) to provide state and local educational agencies (SEAs/LEAs) with information to help them meet their obligations under the Individuals with Disabilities Education Act (IDEA) in developing individualized education programs (IEPs) for children with disabilities. In particular, the Department stressed the importance of:

holding high expectations for children with disabilities;

ensuring that children with disabilities have meaningful access to the academic content standards set by their state; and

aligning each child's IEP with the state's academic content standards for the grade in which the child is enrolled.

The Connection Between FAPE and the IEP
As OSEP's Dear Colleague Letter states: "Under the IDEA, the primary vehicle for providing FAPE is through an appropriately developed IEP that is based on the individual needs of the child." ( Emphasis added)

Starting with the Basics

FAPE as cornerstone | A cornerstone of IDEA, our nation's special education law, is that each eligible child with a disability is entitled to a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet the child's unique needs and that prepares the child for further education, employment, and independent living. ( 2)

Key terms used in IDEA | For parents and Parent Centers alike, it's important to understand how IDEA defines key terms such as FAPE, special education, related services, and IEPs. Each term's meaning has a real impact on the education of children with disabilities.

Training Tool for Staff | Key Definitions Reference List
For staff learning, ongoing reference, and work with families, CPIR offers a handy list of the key terms readers will encounter in the Dear Colleague Letter and how those terms are defined by IDEA and implemented in practice.

State Academic Content Standards

About academic content standards in general | State academic content standards are learning standards specified by the state as to what students at each grade level should know and be able to do. Each state defines its own standards as well as the level of skill or knowledge "proficiency" students need to reach at each grade level in various subjects (e.g., English language arts, math) and upon graduation.

Common Core State Standards | There has never been a nationally-mandated set of academic content standards that all states must adopt. As a result, standards vary from state to state. In recent years, however, many states have joined together to develop the Common Core State Standards (CCSS). ( 3) The CCSS have been adopted, in full or in part, by the majority of states (42 at last count). ( 4)

Has your state adopted the CCSS? | Find out by using the map on the Common Core State Standards Initiative's website, which will also connect you to the education website in your state: http://www.corestandards.org/standards-in-your-state/

College- and career-readiness standards | Parents and educators alike want students to leave high school prepared for further education, employment, and independent living. To support these ends, many states have established standards for career and college readiness. Visit CPIR's resource page on this priority topic at: http://www.parentcenterhub.org/priority-cc-readiness/

Does your state have career- and college-readiness standards or initiatives? | Find your state's profile by using the interactive map at the College and Career Readiness and Success Center: http://www.ccrscenter.org/ccrs-landscape/state-profile

Keep up with the legislation | The National Conference of State Legislatures allows interested parties to track state legislation addressing college and career readiness state standards, including the CCSS.
http://www.ccrslegislation.info/home

Access to the General Education Curriculum

One of the main points OSEP emphasized in its DCL on FAPE is that schools, school districts, and states must ensure that students with disabilities have access to the general education curriculum, the same curriculum that's used with students who do not have disabilities. That curriculum is typically aligned with the state's academic content standards for what students are to learn and be able to do at each grade level, kindergarten-grade 12.

If students with disabilities are to be held to high learning standards, their IEPs must be developed with the state academic content standards firmly in mind.

Aligning Student IEP Goals with State Standards for Learning

The DCL on FAPE includes an excellent description of how an IEP Team might approach aligning a student's annual learning goals with the state-set academic standards for the student's enrolled grade. The IEP process can include the team asking and answering questions such as:

What are the state's standards for student learning at this student's enrolled grade?

What are the student's present levels of academic achievement and functional performance?

How does the student's disability impact his or her learning, especially learning of academic content?

What gaps exist between the set standards and the student's present levels?

What annual goals are indicated for the student, given those gaps?

What supports (special education, related services, supplementary aids and services, modifications and accommodations) does the student need to work toward those annual goals and learn the expected academic content and skills?

The IEP that emerges from this approach is a standards-based IEP that guides the free appropriate public education that a student with disabilities then receives.

Resources on Standards-Based IEPs

Need more information on how to develop a standards-based IEP? We've listed several resources below, including helpful tools developed by three states.

Understanding the Standards-Based Individualized Education Program (IEP)
An 11-page Advocacy Brief from the National Center for Learning Disabilities.
https://www.advocacyinstitute.org/resources/UnderstandingStandards-basedIEPs.pdf

Standards-Based IEPs: What You Need to Know
Available in:

English | https://www.understood.org/en/school-learning/special-services/ieps/standards-based-ieps-what-you-need-to-know

Spanish | https://www.understood.org/es-mx/school-learning/special-services/ieps/standards-based-ieps-what-you-need-to-know

Content Standards: Connecting Standards-Based Curriculum to Instructional Planning
Teachers are required to implement the adopted content standards and to make the connection between standards-based curriculum and the planning and designing of lessons to ensure that students meet expected content standards. This IRIS module serves as a basic guide for the process (estimated completion time: 2.5 hours).
https://iris.peabody.vanderbilt.edu/module/cnm/

Developing Standards-Based IEPs and Determining Appropriate Instructional Accommodations
A 60-slide PowerPoint slideshow and training in PDF (651 kb), from the Georgia Department of Education.
https://tinyurl.com/hnj4ohf

Standards-Based IEPs | From the Virginia Department of Education
A wealth of resources, including a guidance document, online training and PowerPoint presentations, and skill worksheets that identify VA standards at each grade level K-12 in math and English language arts, examples of measurable goals in a standards-based IEP, and more.
http://www.doe.virginia.gov/special_ed/iep_instruct_svcs/stds-based_iep/

Developing Standards-Based IEP Goals and Objectives: A Discussion Guide
A 12-page discussion guide (PDF, 523 kb) from the Minnesota Department of Education, designed to help IEP teams develop standards-based IEP goals and objectives.
http://www.lcsc.org/cms/lib6/MN01001004/Centricity/Domain/21/MDE%20Discussion%20guide.April2013.pdf

References

1 | OSEP "Dear Colleague Letters" are shared with state agencies, disability and advocacy groups, parent centers, and other stakeholders to provide information, guidance, and clarification regarding implementation of the Individuals with Disabilities Education Act (IDEA). It does not impose any requirements beyond those required under IDEA and its regulations.

2 | OSEP's Dear Colleague Letter on FAPE (2015, November 16). Online at: http://law.justia.com/codes/us/2014/title-20/chapter-70/subchapter-iv/part-a/subpart-4/sec.-7161

3 | Common Core State Standards Initiative. (n.d.). Development process. Retrieved February 15, 2017 from:
http://www.corestandards.org/about-the-standards/development-process/

4 | Common Core State Standards Initiative. (n.d.). Standards in your state. Retrieved February 15, 2017 from: http://www.corestandards.org/standards-in-your-state/

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June 2017 A briefing paper for Parent Centers from the Center for Parent Information and Resources This brief is written primarily for... ...Parent Centers to use with staff, volunteers, or Board members who are new to the disability field or who wish to deepen or refresh their understanding of the term "free appropriate public education"-often referred to as FAPE-and what is involved in making FAPE available to children with disabilities.

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This resource explains what the Least Restrictive Environment is and how it's decided by breaking down key language from IDEA.

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Current as of September 2017
About LRE in Spanish | Sobre LRE en español

Least restrictive environment, or LRE as it is more commonly called, is one of several vital components in the development of a child's and plays a critical role, influencing a child spends his or her time at school, how services are provided, and the relationships the child develops within the school and community. Indeed, LRE is a foundational element in building an appropriate IEP that can improve outcomes for a child-in school and in life.

Summarizing LRE

In basic terms, LRE refers to the setting where a child with a disability can receive an appropriate education designed to meet his or her educational needs, alongside peers without disabilities to the maximum extent appropriate. As the Department explained in the Analysis of Comments and Changes to the final Part B regulations in the Federal Register:

The LRE requirements in §§300.114 through 300.117 express a strong preference, not a mandate, for educating children with disabilities in regular classes alongside their peers without disabilities. (71 Fed. Reg. 46585)

LRE has been a part of federal special education law from its inception in 1975. LRE's basic statutory provision has remained intact for the past 30 years.

The Core of IDEA's LRE Provisions

IDEA's LRE provisions are found at §§300.114 through 300.117. We'll be looking at these throughout this discussion. To begin, though, let's look at the core of what IDEA requires.

Each public agency must ensure that-

(i) To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and

(ii) Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. [§300.114(a]

Key Terms in LRE

The core of IDEA's LRE provisions contains many key terms and phrases that, together, reveal the law's strong preference for where children with disabilities are to be educated: the regular educational environment. Consider the specific wording and phrases in the provision:

Special classes

Separate schooling

Other removal from the regular educational environment

Since its earliest days, the law has displayed a strong preference for children with disabilities to be educated alongside their peers without disabilities, to the maximum extent appropriate. It recognizes that, in many cases, supplementary aids and services must be provided to a child with a disability to enable him or her to be educated in the general education classroom. Supplementary aids and services can play a pivotal role in supporting the education of individual children with disabilities in the regular educational environment.

Simply put, removal of a child with disabilities from the regular education class may occur only if the child cannot be satisfactorily educated in the regular educational environment with the use of supplementary aids and services.

Considering the Meaning of "Regular Educational Environment"

The use of the term "regular educational environment" is longstanding in IDEA's regulations. In response to a public comment on the scope of the LRE provision, the Department explained that the term "encompasses regular classrooms and other settings in schools such as lunchrooms and playgrounds in which children without disabilities participate" (71 Fed. Reg. 46585).

The settings in a school where children without disabilities participate are many and varied; all are considered part of the "regular educational environment."

Considering the Meaning of "Satisfactorily Educated"

There isn't a specific standard or level established within IDEA for determining what it means for the education of a child with a disability to be "achieved satisfactorily." Rather, each child's IEP is the measuring tool. The IEP team determines if a child's education is appropriate and if it is being achieved satisfactorily.

The IEP may be reviewed and revised, enabling the IEP team to respond to concerns that the child's education in the regular educational environment "cannot be achieved satisfactorily" and to make necessary and appropriate adjustments or modifications, especially regarding the type of supplementary aids and services provided to support the child's education in a regular classroom setting.

Considering "Supplementary Aids and Services"

Providing supplementary aids and services is essential for many children with disabilities to progress and learn. But just what are supplementary aids and services?

The term "supplementary aids and services" is defined at §300.42, as follow:

Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with §§300.114 through 300.116.

Supplementary aids and services can be accommodations and modifications to the curriculum under study or the manner in which that content is presented or a child's progress is measured, but that's not all they are or can be. Supplementary aids and services can also include direct services and supports to the child, as well as support and training for staff who work with that child. Determining what constitutes appropriate supplementary aids and services for a particular child is made on an individual basis. If you'd like to know more about these vital supports, please read our separate page, Supplementary Aids and Services. Examples can include:

providing students with extra time to take tests or complete assignments

giving shorter or different assignments

providing feedback more frequently than other children

providing slower-paced instruction

providing physical adaptations

providing a note-taker or another assistant to a student

equipping the student with a home set of class materials

allowing breaks

preferential seating

digitalized books and class materials

allowing the use of the computer for certain assignments

altering instruction (how it's presented, its pace, or its difficulty)

Supplementary aids and services are intended to be provided in regular education classes, other education-related settings, and extracurricular and other nonacademic settings. This pretty much covers the gamut of school settings where children might be engaged in learning, interaction, and development. As we've said, their intent is to help integrate children with disabilities with nondisabled children in all facets of school.

Suppose a child needs a specific supplementary aid or service that's typically provided in separate environments, not in the regular education classroom? Does this mean that the needed supplementary aid or service doesn't have to be provided? Or that the child's placement may then be somewhere other than the regular educational environment?

No, to both questions. As mentioned above, the school system is responsible for providing the supplementary aids and services that the IEP team determines the child needs and lists in the child's IEP in order to enable the child to be educated in regular education settings. As stated in the language of the LRE provision, supplementary aids and services are to enable the child with a disability to be educated in regular classes with nondisabled children to the maximum extent appropriate. The fact that supplementary aids and services often play a decisive role in whether or not the child can be satisfactorily educated in the regular educational environment makes it all the more important that the school system meet its responsibility to provide them and to educate the child in the LRE to the maximum extent appropriate. If the IEP team has determined that the child can be satisfactorily educated in the regular classroom with the support of a given supplementary aid or service, those aids or services must be specified in the child's IEP and must be provided to the child. Section 300.116 is sufficiently clear that placement decisions must be based on the individual needs of each child with a disability. Therefore, school systems must not make placement decisions based on their needs or available resources, including budgetary considerations and the ability of the school system to hire and recruit qualified staff. (71 Fed Reg. 46588)

What Other Settings Can Be Considered?

As already discussed, the frame within which placement determinations begin is the regular educational environment. If a child can be satisfactorily educated in that setting (with needed supplementary aids and services), then the general education class is that child's LRE. Placing this child in a segregated class or separate program would directly violate the LRE provisions in IDEA.

However, the IEP team may determine that the child cannot be educated satisfactorily in the regular education classroom, even when supplementary aids and services are provided. An alternative placement must then be considered.

This is why schools have been, and still are, required to ensure that "a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services" [§300.115(a)]. These placement
options include:

instruction in regular classes,

special classes,

special schools,

home instruction, and

instruction in hospitals and institutions.

Provision must be made for supplementary services, such as resource room or itinerant instruction, in conjunction with regular class placement [§300.115(b)].

Having a continuum of placements available "is intended to ensure that a child with a disability is served in a setting where the child can be educated successfully in the LRE" (71 Fed. Reg. 46587). It also reinforces the importance of the individualized inquiry in determining what placement is the LRE for each child with a disability (Id.). As such, the requirement for a continuum of alternative placements supports the fact that determining LRE must be done on an individualized basis, considering "each child's unique educational needs and circumstances, rather than by the child's category of disability, and be based on the child's IEP" (71 Fed. Reg. 46586).

However: Placement is not an "either/or" decision, where children are either placed in a regular education classroom or they're not. The intent is for services to follow, or go with, the child, not for the child to follow services. Schools must make provision for supplementary services (such as resource room or itinerant instruction) to be provided in conjunction with regular class placement.

Who Decides Placement?

The group that determines the educational placement for a child with a disability must include individuals with specific expertise or knowledge:

the child's parents;

personnel who know the variety of placement options available to meet the child's needs, and

individuals who understand the significance of the data used to develop the child's IEP. [§300.116(a)]

Often, but not always, this may be the same group of people comprising the IEP team.

How Does the Group Decide Placement?

A child's placement:

is determined each and every year;

is based on the child's IEP;

is as close as possible to the child's home;

places the child in the school he or she would normally attend if not disabled (unless the child's IEP requires some other arrangement). [§300.116(a)-(c)]

Notifying Parents

Although the parents of the child are part of the group determining the child's placement and are likely to be well informed as to the placement decision, schools must still provide parents with prior written notice about the placement decision a reasonable time before it implements that decision (§300.503).

The notice that the school system provides to parents must be written in language understandable to the general public and in the parents' native language or other mode of communication (unless it's clearly not feasible to do so). The notice must also contain specific information, enumerated at §300.503(b), including (but not limited to):

the educational placement of the child to be initiated, as proposed by the agency;

an explanation of why the agency proposes that placement;

a description of each evaluation procedure, assessment, record, or report the agency used as a basis for the placement decision;

a description of other options considered and why these options were rejected;

a statement that the parents have protection under IDEA's procedural safeguards and the means by which a description of those safeguards may be obtained; and

sources that can help the parents understand IDEA's pertinent provisions.

Should the parents disagree with the placement decision, they have recourse to IDEA's procedural safeguards, which include and due process procedures, as a way of resolving the conflict. A parent of a child with a disability can also file a State complaint.

**Highly Rated Resource! This resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of "High Quality, High Relevance, High Usefulness" to Parent Centers.
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Would you like to keep reading about placement issues?

Placement, Short-and-Sweet
Placement, in overview. Here are the basics, if you please.

Considering LRE in Placement Decisions (you're already here)
LRE-least restrictive environment-is a foundational principle in IDEA. What is LRE, and how does it shape placement decisions? This discussion takes a detailed look.

Starter Set of Resources on LRE
Looking for information, resources, and technical assistance to help you and others support children with disabilities in their least restrictive environment in school? Here's a starter list of places to look online.

School Inclusion
Looking for information about, and best practices for, the inclusion of students with disabilities in regular classrooms and in the daily activities of school?

Placement and School Discipline
How is a child's placement affected when he or she is being disciplined for a violation of the student code? Find out what authority school personnel have to remove a child from his or her current placement, what authority the hearing officer has, what constitutes a change of placement, and what placement the child will have during any appeal.
Discipline, in Detail

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Current as of September 2017 About LRE in Spanish | Sobre LRE en español Least restrictive environment , or LRE as it is more commonly called, is one of several vital components in the development of a child's and plays a critical role, influencing a child spends his or her time at school, how services are provided, and the relationships the child develops within the school and community.

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So parents can understand and begin initiating their stay put right.

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The "stay put" provision is one of the most important legal rights in special education law.

"Stay put" rights apply when you dispute a change the school wants to make to your child's IEP.

When you invoke this right, your child's current placement can remain the same until you and the school resolve the dispute.

If your child is receiving special education and related services , you have important legal rights. One of these rights is the "stay put" provision of the Individuals with Disabilities Education Act (IDEA).

This right comes into play when you disagree with (or "dispute") a change the school district wants to make in your child's educational placement . The term "placement" means more than simply a location . It includes the services set forth in the IEP , such as occupational therapy or counseling.

If you dispute a proposed change to your child's placement, the "stay put" provision allows your child to do just that- stay put. Your child will continue to get the same amount of services while you and the school complete a process.

Most of the time, parents and schools work together to make decisions about a child's education. But disagreements sometimes arise. Maybe the school wants to reduce or eliminate services. Or maybe they want to move a child from a general education class to a more restrictive environment.

If you want your child to "stay put" while you dispute a proposed change to the IEP, here's what you need to know.

To use your "stay put" rights, you must take action quickly.

Parents generally must invoke their "stay put" rights before a change occurs. Federal law requires the school to send you prior written notice of the proposed change. When you receive the notice, you need to take action to show that you're disputing the change. For example, you might file a due process complaint or request mediation .

Keep in mind some states have more protective "stay put" laws. In these states, "stay put" may go into effect automatically, without any action on your part. In other states, you can invoke "stay put" rights without filing a formal complaint. Check with your Parent Training and Information Center (PTI) for your state's specific rules.

The school must follow the "stay put" rule until your dispute is resolved.

If you ask for a due process hearing , it might take months before a hearing officer decides your case and any appeals process is completed. During that time, the school can't change your child's IEP. It must stay put until the case is resolved.

The school can move your child for up to 45 school days (even if you disagree with the move) if the current placement is likely to result in injury to your child or others. For example, if your child was dealing drugs or carrying a weapon, the school can make the change temporarily.

During those 45 school days, the school is required to provide services to address the child's behavioral problems.

There are a number of ways to resolve disputes.

"Stay put" rights protect your child if the school wants to change your child's educational placement (which includes services included in an IEP).

Asserting this right ensures that your child continues to get the same amount of services while you and the school resolve a dispute.

To use your "stay put" rights, you need to act within 15 days of being told about a proposed change.

About the Author

About the Author

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

Reviewed by

Reviewed by

Bob Cunningham, EdM serves as executive director of learning development at Understood.

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"Stay Put" Rights: What They Are and How They Work

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The "stay put" provision is one of the most important legal rights in special education law. "Stay put" rights apply when you dispute a change the school wants to make to your child's IEP. When you invoke this right, your child's current placement can remain the same until you and the school resolve the dispute.

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This is my favorite parent Resource. It takes the "10 Key" safeguards and expands upon them in accessible and direct language, so that parents can know their rights quicker.

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Does your child have an IEP ? Or is your child being evaluated for special education services? If so, it's important to know that you and your child have legal rights and protections during this process. The Individuals with Disabilities Education Act (IDEA) offers these protections. They're called procedural safeguards.

Procedural safeguards don't spell out what services or accommodations should be in an IEP. Instead, they describe the ground rules for how you'll work with the school.

Here are 10 important procedural safeguards and what they mean for you and your child.

1. Procedural safeguards notice

The school must provide you with a written explanation of your rights under both IDEA and your state's laws . You'll get this as a printed procedural safeguards notice. You can also ask for a verbal explanation.

3. Access to educational records

You have the right to see and get an explanation of your child's school records. You can also ask for corrections. These rights are protected by IDEA and the Family Educational Rights and Privacy Act (FERPA).

4. Confidentiality of information

5. Informed consent (or parental consent)

7. Understandable language

When the school provides written notice, it must use language that's understandable to the general public. The notice must also be in your native language (this includes Braille).

8. Independent educational evaluation (IEE)

If you disagree with the school's evaluation results , you have the right to get an IEE. An IEE is an evaluation of your child's skills and needs by someone who's not a school employee. The school must consider the results of the IEE. However, the school isn't required to accept the findings. Learn more about IEEs .

10. Dispute resolution options

You have the right to disagree with the school about what's best for your child. If you have a disagreement, IDEA provides you several dispute resolution options.

Finally, you can file a complaint with your state if the school is violating IDEA. And you can file a complaint with the Office for Civil Rights for the U.S. Department of Education if you believe there's discrimination against your child.

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Does your child have an IEP ? Or is your child being evaluated for special education services? If so, it's important to know that you and your child have legal rights and protections during this process. The Individuals with Disabilities Education Act (IDEA) offers these protections. They're called procedural safeguards.

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This document takes the key points from the Procedural Safeguards and lists them out in 2 pages.

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This article explains how an Eligibility meeting is structured and what a parent can expect to encounter.

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Beginning the special education process can feel overwhelming at times. Paperwork, evaluations, and meetings-it can be a lot! Hang in there, though. It's a thorough process for a reason. Once the evaluations are complete, the next step is to gather a multidisciplinary team to hold an IEP eligibility meeting. Sometimes these are called initial eligibility meetings or simply eligibility meetings.

The purpose of an IEP eligibility meeting is to determine whether or not your child qualifies for special education services and an Individualized Education Program (IEP). An IEP is a legal document that describes the specific education plan for your child with a disability. It includes in-depth and data-based information about your child's strengths and challenges. The IEP should also be clear about the school's plan for addressing your child's needs. It covers topics like academic goals, testing accommodations, therapy hours, transportation services, and much more. Of course, not every service is relevant to every child. The IEP is individualized to your child's unique learning needs.

The eligibility and IEP processes may seem confusing, especially if you're new to special education. There are many technical terms to learn and specific rules that the school must follow. And it will take some time and a little practice to become familiar with the layout of the IEP document and evaluation reports. But you can totally do this! Becoming an informed parent is key to supporting your child. Knowing what to expect will go a long way toward easing your nerves and boosting your confidence as your child's best advocate.

Before the Meeting

Before the meeting, you should receive something called Prior Written Notice (PWN), which is exactly what its name suggests-written notification of the meeting before it is scheduled to take place. The PWN will include the names or positions of people who will attend the meeting. The school is obligated to give it to parents "a reasonable amount of time" before the meeting, which is usually 5 to 7 days.

It's helpful to write down specific questions or ideas you have before you come to the meeting so you don't forget to mention them. If it's relevant to your child, bring copies of medical notes, independent evaluations, or other pertinent data to share with the team.

Who Attends the IEP Eligibility Meeting?

On the day of the meeting, plan to arrive a few minutes early to ensure you have plenty of time to park, sign in with the front desk, and get settled. It is common for the meeting facilitator-usually the IEP case manager or special education coordinator-to walk you to the meeting room. As you enter, there will likely be several people at the table. The Individuals with Disabilities Education Act (IDEA) requires certain people to be at IEP eligibility meetings. These people are:

You! The parent or guardian plays an important role in the evaluation process and all future IEP meetings.

A general education teacher. If your child is new to a school, a general education teacher who teaches children of the same age may attend.

A special education teacher for your child.

A school administrator who is knowledgeable about special education and the general education curriculum. This person must also have the ability to make decisions about school resources.

The professional(s) who completed the evaluations for your child, or another professional who is qualified to interpret the results of the evaluations. Examples are the school psychologist, speech-language pathologist, occupational therapist, physical therapist, or school nurse.

Others invited by you or the school. You may choose to invite a family member or friend to help you listen and take notes, or a professional advocate* or healthcare provider. If you do invite someone, be sure to let the school know in advance.

Your child, who may also participate in the meeting, when appropriate.

*Note: if you invite a professional advocate, the school will likely also invite its legal representation.

Other individuals who may attend an eligibility or IEP meeting can include a translator/interpreter if you need one, a transportation representative if your child qualifies for specialized transportation services, a court-appointed special advocate, or a behavioral consultant, for example.

First Things First

The first two things to happen at an IEP eligibility meeting are:

1. Introductions

The meeting facilitator will ask everyone to introduce themselves (including you). Remember that you are a critically important part of the team!

2. Procedural Safeguards

The meeting facilitator will provide you with a copy of procedural safeguards. This is a long document that explains your rights as a parent. It reviews things like your right to participate in the meeting and view all educational records. It also explains what to do if there's a dispute about the team's decision.

What Will the Team Discuss?

The goal of an IEP eligibility meeting is to decide if your child is eligible for special education services and an IEP. To make this decision, the team will hear from the professional qualified to review the formal evaluation. This might mean listening to a psychologist review their psychological and educational evaluations or a speech-language pathologist explain their assessment. You should be given a copy of these reports.

The team will also consider student work, behavioral data, teacher observations, and your important insight and concerns as the parent. The IEP eligibility team must consider a variety of sources and several different types of information throughout its conversation about eligibility.

The meeting facilitator will then guide the team to look at the two main requirements for eligibility:

1. A 'disabling condition' in one of the 14 categories described in IDEA

The 14 categories are:

Autism

Deaf-Blindness

Deafness

Developmental Delay

Emotional Disturbance

Hearing Impairment

Intellectual Disability

Multiple Disabilities

Orthopedic Impairment

Other Health Impairment

Specific Learning Disability

Speech or Language Impairment

Traumatic Brain Injury

Visual Impairment (including Blindness)

Sometimes, the results of the evaluation are straightforward, and the team will easily agree that your child fits into a certain category of disability.

Other times, the discussion is more complicated. IDEA does not list every single condition that may fit within each category, and there are some cases where a medical condition may be captured by more than one category. For example, a child with a traumatic brain injury may be considered eligible under Traumatic Brain Injury, Other Health Impairment, or Speech and Language Impairment.

The overarching goal should be to determine the category that best describes your child's condition as it relates to their educational needs. The meeting facilitator will explain the exact eligibility criteria for the category in question.

2. The disability must have an adverse effect on your child's educational performance

IDEA does not specifically define what constitutes an adverse effect or just how adverse the effect must be to qualify for special education services. At the meeting, the team will talk about how the disability is impacting your child's education. You will discuss grades, behavior, attention, organization, and social interaction. A child doesn't have to be failing all classes (or any, actually) for their disability to be having an adverse effect.

It is important to know that a medical diagnosis in itself does not guarantee eligibility for special education services. While many medical conditions do have an adverse impact on education, this is not always the case. Some children with sickle cell anemia are served by a 504 plan instead of an IEP, for example. Some who get sick with an illness that requires hospitalization are able to recover fully after a period of rehabilitation and rest, and they return to school to resume their education. Some medical conditions, such as Attention Deficit Hyperactivity Disorder (ADHD), create an adverse impact for some but not others. The key thing to remember is that the data must show that the disability causes an adverse impact on your child's education.

Making the Decision

After the team has reviewed the evaluations and discussed the eligibility criteria, it will be time to make the decision-is your child eligible for special education services? Everyone at the table contributes to this decision.

The decision is not based solely on academic performance. The team should take into consideration the whole child, including their behavior and social-emotional skills. Often (but not always), the team agrees on the eligibility status after a thorough discussion. Though conversations can sometimes get heated, it's important to remember that everyone is working for the best interest of your child. Feeling passionate about how to meet his or her needs is a good thing!

If your child is found eligible, the next step is to create the initial IEP. Sometimes, this step happens in the same meeting as the eligibility meeting, but it is often scheduled for a later date.

If your child is not found eligible for special education services, you may inquire about other ways to get support:

Is a 504 plan a possibility?

Are there tutors, "teacher office hours," extra practice worksheets, or home-based remediation resources?

Does the school offer counseling services for students without IEPs? Would your child benefit from this service?

Can a school staff member make a recommendation or a referral for another type of support that meets your child's needs?

If you disagree with the team's decision, consult your procedural safeguards for the next steps in resolving this dispute.

Watch Webinar

About the Author Kelley Spainhour is a special education professional with a decade of teaching and leadership experience. She is passionate about the unique needs of children with medical needs and enjoys collaborating in multidisciplinary contexts. Kelley currently serves as a special education consultant and writer.

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What Parents Can Expect at an IEP Eligibility Meeting | n2y

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Beginning the special education process can feel overwhelming at times. Paperwork, evaluations, and meetings-it can be a lot! Hang in there, though. It's a thorough process for a reason. Once the evaluations are complete, the next step is to gather a multidisciplinary team to hold an IEP eligibility meeting.

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Parents receive a copy of their Procedural Safeguards at each annual. However, this document is not always easy to understand. N2Y explains a parent's rights under IDEA in accessible language, applying examples and visuals where suitable.

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The Individuals with Disabilities Education Act (IDEA) is the federal law concerning students with disabilities. You can think of it as the national special education law. IDEA protects unique learners and their parents by granting them certain legal rights. These rights are called procedural safeguards.

If your child is being evaluated for special education services or if your child already has an Individualized Education Program (IEP), you will receive a written copy of the procedural safeguards that explains your rights according to IDEA and your state's laws. The written copy of the procedural safeguards is called the procedural safeguards notice.

So, when do you receive this notice, and why is it important?

According to IDEA, school districts must provide a copy of the procedural safeguards notice to parents of children with disabilities once per school year. Often the notice is provided at the annual IEP meeting. School districts must also provide a copy at these specific times:

Upon initial referral or upon your request for an evaluation

When you file a due process or a state complaint

When disciplinary action results in a change of placement

Whenever you request a copy

The procedural safeguards notice is also given to parents at other types of meetings. If you're preparing for your first eligibility meeting or if you've decided it's time to reconvene the IEP team, for example, you can expect to get a copy.

Procedural safeguards are important because they empower parents to advocate for their children. They lay the groundwork for how parents and school teams work together throughout the special education process, including what to do when there's a dispute. IDEA has a national model that outlines the safeguards, but each state has its own document that reflects its specific laws.

9 Key Procedural Safeguards in IDEA

Here's what you should know about how some critical procedural safeguards work.

Prior Written Notice

The school is required to provide you with a written notification called prior written notice (PWN) before any changes are made to your child's special education program. This includes adding, altering, or denying services. The PWN will explain what changes are being proposed and why.

The school is obligated to give the PWN to parents "a reasonable time" before a meeting is to take place. IDEA does not specifically define the number of days that constitute a reasonable time. Instead, it leaves this decision up to individual states. Several states suggest best practice is to provide parents with the PWN 10 business days prior to the proposed changes, and other states require the advance notice to be provided within 5 business days.

PWN may be delivered to parents by certified mail, first-class mail, email, or hand (e.g., sent home in a child's backpack or given to the parent at dismissal), but it must be a written notice. Check with your school's special education leader for clarification about the number of days of notice it is required to give you and how you can expect to receive the notification.

Understandable Language

The school must provide prior written notice to you in your native language, including oral translations and braille, if applicable. It must also use language that is understandable to the general public. You may have noticed there are a lot of acronyms and technical terminology used in special education. If something is not clear to you, speak up!

Email

The school may make the procedural safeguards and the prior written notices available by email. You have the right to receive this communication by email.

Parental Consent

The school cannot provide any type of special education services, including evaluations, without your written permission. Your consent is voluntary, and you may withdraw it at any time.

Parent Participation

You have the right to participate in meetings about your child's education, including IEP meetings. You are an important part of the IEP team, and you have the right to call a meeting at any time.

Access to Education Records

You have the right to view all of your child's education records, including academic and behavioral data. You also have the right to request an explanation of what's recorded and ask for corrections.

Independent Educational Evaluations

You have the right to get an independent educational evaluation (IEE) for your child. This evaluation is conducted by a professional who is not a school employee. The school is required to consider the IEE's results, but it is not required to accept the findings and implement its recommendations.

Some parents choose to get an IEE because they disagree with the results of the school's evaluation. In these cases, the parents may be entitled to one at public expense (meaning the school will pay for it).

Other times, parents may choose to get an IEE at their own expense because they have an existing relationship with a certain provider, such as a pediatric neuropsychologist who specializes in their child's particular medical condition. Or they may simply wish to have an independent provider conduct an evaluation of their child.

Opportunity to Present and Resolve Complaints

You have the right to disagree with your child's school about your child's education program. Dispute resolution may take several forms:

Talking with the school-sometimes disagreements can be resolved after another round of thorough discussion, brainstorming, and negotiation

Third-party mediation

Filing a due process complaint that involves a written complaint and a hearing

Filing a complaint with the state if you believe the school is violating IDEA

Filing a complaint with the Office of Civil Rights if you believe your child has been discriminated against

It is usually wise to consult a special education advocate or attorney when you are considering filing a formal complaint.

'Stay-Put' or Pendency Provision

Your child has the right to "stay put" (remain) in their current educational placement while the dispute is resolved. Educational placement includes the physical location as well as the type of services provided, such as speech therapy or behavioral consultation. If you wish to invoke your "stay put" right, you typically must do so before the change takes place. In other words, you must act quickly after receiving the prior written notice that explains the proposed change.

Next Steps to Learning About Your Rights

If you haven't read through your procedural safeguards notice recently (or ever), set aside some time to do so. It explains your rights in great depth and includes more detailed information than what is described here.

If you need help finding a copy of the safeguards, call or email your child's special education teacher or IEP case manager to request one. You should also be able to download a copy from your state's education website or view a model published by the U.S. Department of Education. Another great resource is your state's Parent Training and Information Center.

Watch Webinar

About the Author Kelley Spainhour is a special education professional with a decade of teaching and leadership experience. She is passionate about the unique needs of children with medical needs and enjoys collaborating in multidisciplinary contexts. Kelley currently serves as a special education consultant and writer.

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Parents, Do You Know Your Rights According to IDEA? | n2y

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The Individuals with Disabilities Education Act (IDEA) is the federal law concerning students with disabilities. You can think of it as the national special education law. IDEA protects unique learners and their parents by granting them certain legal rights. These rights are called procedural safeguards.

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N2Y provides a checklist for parents concerned about their child's progress. They explain how to reach out to serivce providers, field questions, and find advocates to assist at your meeting.

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Imagine you are a few months into the new school year. Leaves are changing colors and the temperature is dropping. Apple-picking season is here! Many parents look forward to the first progress reports that arrive as fall ushers in the hustle and bustle of a new school year.
For parents of students with disabilities, these shed light on the effectiveness of the services and accommodations outlined in their child's Individualized Education Program (IEP). Comments on IEP progress reports usually include language such as Mastered, Making Progress, Some Progress, Not Addressed, or Needs Improvement to describe advancement toward accomplishing IEP goals. Because IEP goals are designed annually, there are often smaller objectives included within the goals. These objectives are benchmarks along the way toward the accomplishment of the annual goal.

What can you do if your child isn't showing progress toward IEP goals?

What options do you have if the teachers are sharing feedback that your child is acting out, withdrawing, plateauing, or struggling? What if the IEP just isn't working?

Carefully think about and record your concerns

First, don't panic. Take a deep breath and remember that it is not uncommon for students to experience setbacks, particularly as they adjust to new teaching styles, routines, and expectations at the beginning of a school year. It's likely that more students will experience a greater degree of regression in the 2020-2021 school year as a result of the coronavirus pandemic. The pandemic created a collective trauma for the nation-all students have been affected in some way. Further, because most schools moved to remote learning for the spring, many students will show gaps in understanding for some key concepts. This is especially true for students with learning and behavioral differences.

Now, take some time to clarify your concerns. Write down the specific things you're worried about and any questions you have. This will help direct your next steps. Are you concerned about your child's behavior in just one class or all classes? Are you worried about test grades or homework completion, or both? Have you noticed a change in their mood and energy at home?

Connect with the teacher

Next, get in touch with your child's teacher. Send an email or connect via your school's messaging app. Maybe you can catch them after school to set up a meeting. Ask the teacher to elaborate on the progress report comments. They may be able to provide work samples or share anecdotal insight that relieves some of your concerns. You might ask the teacher to explain what intervention strategies they have tried or plan to try soon. You can also ask them what you can do at home to supplement the work being done in the classroom.

Consider calling an IEP meeting

If you're still worried after you've talked with your child's teacher (and/or IEP case manager), you can call an IEP meeting. This is one of your rights as a parent of a student with a disability. You don't have to wait until your concerns are dire. It is best to send your request for the IEP meeting in writing. IDEA does not specify the timeline in which the IEP meeting must take place once a parent has made a request, but some states do. Check your state's education website or Parent Training and Information Center (PTI) for more information.

One important note before calling the IEP meeting: Think about how long your child's IEP has been in place. Was it established several months ago or just a few weeks ago? If it has only been in place for a few weeks and you aren't yet seeing progress toward IEP goals, it might be too early. If this is the case, still contact your child's teacher, but try waiting a few more weeks to be sure you are reviewing accurate and definitive data.

Examples of when an IEP meeting would be beneficial

Your child's IEP was updated six months ago. On the progress report that just came out, you are thrilled to learn that your daughter has mastered all of her math goals! You call an IEP meeting to request new goals since there are still six months left of this school year.

Your son was sick with a serious and rare illness several months ago. He has been discharged from the hospital and cleared to return to school, but he now requires several pieces of adaptive equipment for mobility and has difficulty with memory and attention. The IEP that was in place prior to his illness was to support his dyslexia. You call an IEP meeting to discuss the additional services and supports he will need.

A fourth-grade student has not made progress on any of her reading or writing goals this quarter. Her general education and special education teachers have tried two different interventions in small groups, but her scores on all assessments show a plateau or a regression. Her parent calls an IEP meeting to discuss the possibility of more intensive reading support in a one-on-one setting.

An eighth-grade student has been acting out more and more since the start of the school year. Phone calls home, detentions, and other disciplinary measures have become regular occurrences. It's only the third month of school, but his grades are suffering across all subject areas. His parent requests an IEP meeting to evaluate the behavioral support services currently in place on his IEP and to discuss possible accommodations.

How to prepare for the IEP meeting

When you're preparing for the IEP meeting, make a list of your concerns and any associated questions or proposed changes. It is likely that the other members of the IEP team will share your concerns and will want to collaborate on the next steps to ensure your child is set up for success. Collaboration is critical! Each member of the IEP team brings a specific expertise and an important perspective about your child's strengths and challenges. The collective knowledge and experience of the whole team-including you!-have great potential to help the team develop an IEP that really works.

For example, if you are concerned that your child has great reading fluency but struggles with comprehension, share this with the team. Explain that you're worried they don't seem to remember what they've read and always have difficulty finishing their summaries for homework. Your concerns should not be surprising to your child's teachers. The general education teacher, special education teacher, and speech-language pathologist, for example, will each have insight about interventions to try in the classroom and strategies for you to work on at home.

If you have work samples, independent evaluations, medical documentation (including changes in medication), or any other relevant data, bring it to the meeting. Many parents keep an IEP binder and track their children's progress and communication with the school. Bring these notes with you as well for your reference.

Collaboration is key for your child's success

Sometimes, emotions run high in IEP meetings. Especially when the IEP "isn't working"-when the student is really struggling. Try your best to take deep breaths and stay calm but firm in your advocacy for your child. It's important to keep an open mind and work collaboratively with the team because it is almost always the case that each member is also working really hard for the sake of your child (and many other children, too). Passionate and difficult conversations are born from hearts that truly care.

The collaborative nature of the team is such that different members have unique expertise to share. So when everyone truly listens to one another and has a chance to offer their professional insight-including your special insight into your own child-the IEP team develops a stronger individualized education program. And in the end, it's your child who reaps the benefits.

Learn how-and in what order-the multiple components of an IEP come together to form the final, legally binding document.

Watch Webinar

About the Author Kelley Spainhour is a special education professional with a decade of teaching and leadership experience. She is passionate about the unique needs of children with medical needs and enjoys collaborating in multidisciplinary contexts. Kelley currently serves as a special education consultant and writer.

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When Parents Should Call an IEP Meeting | n2y Blog

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Imagine you are a few months into the new school year. Leaves are changing colors and the temperature is dropping. Apple-picking season is here! Many parents look forward to the first progress reports that arrive as fall ushers in the hustle and bustle of a new school year.

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IEP meetings must happen at the very least on an annual basis. The ParentCenterHub outlines how to prepare and what to expect from each IEP meeting, from the initial, amendment, triennial, and so on.

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Accurate and updated information as of July 2021 In Spanish | En español This article describes how the IEP meeting is scheduled, who comes, and the special factors that team members must consider when writing an IEP. IEP teams are made up of individuals who bring different perspectives and expertise to the table.

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A student's IEP is a long, technical and complicated document which can be daunting to unfamiliar eyes. This article dissects the IEP and thoroughly details each sections structure and purpose to aid parent comprehension.

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Current as of April 2022
This information in Spanish | Esta información en español

IEP stands for "individualized education program." An IEP is a written statement for a child with a disability that is developed, reviewed, and revised in a meeting in keeping with certain requirements of law and regulations. These requirements are discussed in this section.

The Big Picture

Before diving into the specifics of what must be included in an IEP, it's important to consider the "Big Picture" of the IEP-its purposes, how it serves as a blueprint for the child's special education and related services under IDEA, and the scope of activities and settings it covers.

The IEP has two general purposes: (1) to establish measurable annual goals for the child; and (2) to state the special education and related services and supplementary aids and services that the public agency will provide to, or on behalf of, the child. When constructing an appropriate educational program for a child with a disability, the IEP team broadly considers the child's involvement and participation in three main areas of school life:

the general education curriculum,

extracurricular activities, and

nonacademic activities.

By general education curriculum, we mean the subject matter provided to children without disabilities and the associated skills they are expected to develop and apply. Examples include math, science, history, and language arts.

When we talk about extracurricular activities and nonacademic activities, we're referring to school activities that fall outside the realm of the general curriculum. These are usually voluntary and tend to be more social than academic. They typically involve others of the same age and may be organized and guided by teachers or other school personnel. Examples: yearbook, school newspaper, school sports, school clubs, lunch, recess, band, pep rallies, assemblies, field trips, after-school programs, recreational clubs.
The IEP can be understood as the blueprint, or plan, for the special education experience of a child with a disability across these school environments.
Who Develops the IEP?

The IEP is developed by a team of school personnel and the child's parents. This team meets at least once a year and more often, if necessary.

Team members work together to craft an education that will address the child's individual needs and enable the child to participate in general education and school activities, learning alongside his or her nondisabled peers to the maximum extent appropriate. The IEP team then puts its crafted plan down in writing-resulting in the IEP that will guide the delivery of the child's special education and related services.

If you'd like to read more in depth about the IEP team, please visit our pages on the subject, beginning at:
https://www.parentcenterhub.org/iep-team/

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What an IEP Must Contain

When the members of a child's IEP team sit down together and consider how the child will be involved in and participate in school life, they must be sure that the resulting IEP contains the specific information required by IDEA, our nation's special education law. Here's a brief list of what IDEA requires:

A statement of the child's present levels of academic achievement and functional performance, including how the child's disability affects his or her involvement and progress in the general education curriculum;

A statement of measurable annual goals, including academic and functional goals;

A description of how the child's progress toward meeting the annual goals will be measured, and when periodic progress reports will be provided;

A statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child;

A statement of the program modifications or supports for school personnel that will be provided to enable the child to advance appropriately toward attaining the annual goals; to be involved in and make progress in the general education curriculum and to participate in extracurricular and other nonacademic activities; and to be educated and participate with other children with disabilities and nondisabled children;

An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in extracurricular and nonacademic activities;

A statement of any i ndividual accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessments;

(Note: If the IEP team determines that the child must take an alternate assessment instead of a particular regular State or districtwide assessment of student achievement, the IEP must include a statement of why the child cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the child; and

The projected date for the beginning of the services and modifications, and the anticipated frequency, location, and duration of those services and modifications.

Extra IEP Content for Youth with Disabilities

For students approaching the end of their secondary school education, the IEP must also include statements about what are called transition services, which are designed to help youth with disabilities prepare for life after high school.

IDEA requires that, beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP team, the IEP must include:

measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and

the transition services (including courses of study) needed to assist the child in reaching those goals.

Also, beginning no later than one year before the child reaches the age of majority under State law, the IEP must include:

a statement that the child has been informed of the child's rights under Part B of IDEA (if any) that will transfer to the child on reaching the age of majority.

**Highly Rated Resource! This resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of "High Quality, High Relevance, High Usefulness" to Parent Centers.
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A Closer Look at Each IEP Component

The list above of IEP contents is helpful in understanding what type of information is basically required in a child's IEP. However, the more you understand about each individual part, and especially how they go together to form an action plan for a child's education, the easier it will be to write a well-grounded and effective IEP.
So...use the links below to explore the different parts of the IEP and the details associated with each.
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Present Levels
How is the child currently doing in school? How does the disability affect his or her performance in class? This type of information is captured in the "present levels" statement in the IEP.

Annual Goals
Once a child's needs are identified, the IEP team works to develop appropriate goals to address those needs. Annual goal describe what the child is expected to do or learn within a 12-month period.

Related Services
To help a child with a disability benefit from special education, he or she may also need extra help in one area or another, such as speaking or moving. This additional help is called related services. Find out all about these critical services here.

Accommodations in Assessment
IDEA requires that students with disabilities take part in state or districtwide assessments. The IEP team must decide if the student needs accommodations in testing or another type of assessment entirely. In this component of the IEP, the team documents how the student will participate.

Would you like to read something else in this suite about the IEP?

Use the jump links below to go to another section of the All about the IEP suite.

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Current as of April 2022 This information in Spanish | Esta información en español IEP stands for "individualized education program." An IEP is a written statement for a child with a disability that is developed, reviewed, and revised in a meeting in keeping with certain requirements of law and regulations.

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This article reviews who comprises the IEP team so that parents are aware of who can support which questions and when their team is not complete.

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Most recently reviewed, September 2017
About the IEP Team in Spanish | En español

To write an effective IEP for a child with a disability, parents, teachers, other school staff-and often the child-come together at a meeting to look closely at the child's unique needs.

These individuals combine their knowledge, experience, and commitment to design an educational program that must help the child to be involved in, and progress in, the general education curriculum-that is, the same curriculum as for children without disabilities. The IEP guides the delivery of special education and related services and supplementary aids and supports for the child with a disability. Without a doubt, writing-and implementing-an effective IEP requires teamwork.

So-who's on the team? Here's a list, as specified in IDEA, our nation's special education law. Note that the order in which the IEP team members are going to be listed and discussed has nothing to do with their priority on the team. Every member has an equal say and important expertise to contribute.
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The IEP Team, Short and Sweet

IDEA (at §300.321) describes the IEP team as including the following members:

- the parents of the child;

- not less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment);

- not less than one special education teacher of the child, or where appropriate, not less then one special education provider of the child;

- a representative of the public agency who is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities; is knowledgeable about the general education curriculum; and is knowledgeable about the availability of resources of the public agency;

- an individual who can interpret the instructional implications of evaluation results;

- other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate (invited at the discretion of the parent or the agency); and

- the child with a disability (when appropriate).

The IEP Team, Discussed in Detail

Training materials for Parent Centers and others | In English and Spanish.
In 2016, CPIR updated the Building the Legacy training modules on the IEP and presented a webinar on the new content. Three training modules are available in English and in Spanish; all are designed for Parent Centers to use in training families and others on the in's-and-out's of IEPs. Download them all from:
http://www.parentcenterhub.org/webinar-training-materials-on-iep/

There's a lot that can be said about each of these members of the IEP team, what their roles on the team are, what type of information and expertise they can bring to the table, and what, precisely, IDEA has to say about their membership on this all-important team.

The links below will give a quick way to find out more and read the details of how each of these IEP team members can help in developing a child's IEP.

Parents on the IEP Team
Parents of the child with a disability are vital members of the IEP team, with an expertise to contribute like no one else's.

Special Educators on the IEP Team
Special educators, with their knowledge of how to educate children with disabilities, are obviously a very important part of a child's IEP team.

Regular Educators on the IEP Team
If a child is participating in the regular education environment (or is going to be participating), then IDEA requires that at least one regular educator of the child be included on the IEP team.

A Representative of the School System
The IEP team must also include a representative of the school system, who has the authority to commit agency resources. This person must have specific qualifications. Find out what those are.

Someone to Interpret Evaluation Results
Is there someone on the IEP team who can interpret the child's evaluation results and discuss what they mean in terms of instruction?

Others with Knowledge or Special Expertise About the Child
Either the parent or the school system may invite others to join the team, if they have knowledge or special expertise about the child. This can include related service providers.

Student with a Disability on the IEP Team
Of course, the student with a disability might have something to say about his or her own education!

Would you like to read something else in this suite about the IEP?
Use the jump links below to go to another section of the All about the IEP suite.

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Most recently reviewed, September 2017 About the IEP Team in Spanish | En español To write an effective IEP for a child with a disability, parents, teachers, other school staff-and often the child-come together at a meeting to look closely at the child's unique needs.

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ParentCenterHub provides a brief look into the contents of an IEP, answering key questions like "who writes it?" "what's in it?"and "when is it developed?"

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The Short-and-Sweet IEP Overview | Center for Parent Information and Resources