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Individuals with Disabilities Education Act

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The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.

The IDEA governs how states and public agencies provide early intervention, special education, and related services to more than 8 million (as of school year 2022-23) eligible infants, toddlers, children, and youth with disabilities.

Infants and toddlers, birth through age 2, with disabilities and their families receive early intervention services under IDEA Part C. Children and youth ages 3 through 21 receive special education and related services under IDEA Part B.

Additionally, the IDEA authorizes:

Formula grants to states to support special education and related services and early intervention services.

Discretionary grants to state educational agencies, institutions of higher education, and other nonprofit organizations to support research, demonstrations, technical assistance and dissemination, technology development, personnel preparation and development, and parent-training and -information centers.

Congress reauthorized the IDEA in 2004 and most recently amended the IDEA through Public Law 114-95, the Every Student Succeeds Act, in December 2015.

In the law, Congress states:

Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.

Other Laws for Children with Disabilities

The U.S. Department of Education's Office for Civil Rights (OCR) provides additional resources of interest for individuals with disabilities and their families.

OCR does not enforce the IDEA; however, OCR does enforce the Rehabilitation Act of 1973, Section 504 and Americans with Disabilities Act of 1990, Title II rights of IDEA-eligible students with disabilities.

To learn more, visit the OCR's Frequently Asked Questions About Section 504 and the Education of Children with Disabilities.

Visit OCR's website for additional resources.

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About IDEA - Individuals with Disabilities Education Act

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The IDEA is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.

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Individuals with Disabilities Education Act: Explained

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Setting Up the Meeting

The way teachers reach out to families to schedule the IEP meeting sets the tone for their partnership. This communication can change a family's thinking from "the school requires me to attend this meeting" to "my child's teacher needs me in order to understand my child."

To make families feel valued, Mapp, Carver, and Lander suggest that teachers:

Call home ahead of time to discuss the meeting, rather than sending an informational letter home with the student.

Describe what the meeting will entail, and how the family can prepare.

Explain who will attend: the teacher, the parent, a learning or behavioral specialist, and a district official.

Arrange the meeting around the family's schedule.

Planning the Meeting

Schools are often intimidating places for families, especially those who are low-income, immigrants, or people of color. To avoid the dynamic of "school versus family," teachers should:

Think carefully about where the meeting will take place: Will a classroom be more comfortable than a specialist's office? Is there a way to arrange the seating so that everyone is on equal ground?

Brainstorm how to position the family as an active participant, rather than just a listener. Prepare questions to ask the family about their dreams, expectations, and concerns for their child.

Create an "IEP one-pager" to use at the meeting. This document should leave space for the teacher, specialist, and family to list together what the student can do independently, what she can do with support, what areas of growth they will focus on, and the key accommodations they'll use.

Holding the Meeting

"IEP meetings should be anchored in listening to each other and sharing goals," say Mapp, Carver, and Lander. Their suggestions:

Regulations and legal requirement are important - but don't let them dictate the structure of the meeting.

Talk together about the student's strengths and areas of growth. Create supports and accommodations that can be used in school and at home. Connect accommodations to the family's dreams for their child.

Avoid jargon, which can be alienating. Watch out for body language that reveals family members are confused or uncomfortable. Don't be afraid to step-in with clarification or reassurance.

When working with low-income or minority families, keep in mind how their children, particularly boys, are often overidentified as having learning or behavioral challenges. Make sure you're getting to know each family's history, experiences, and culture, and frame that background as an asset for your classroom.

Following Up

The start-of-year IEP meeting is only the beginning of this partnership.

Schedule regular follow-ups with families. While regulations require these yearly check-ins, a student may be more likely to make progress if their teacher, specialist, and family are continually updating one another.

Be flexible with how you communicate with one another. In-person meetings can be difficult to schedule. Ask parents if texting, calling, or emailing would work better.

Use the IEP one-pager throughout the year to update families on their child's progress.

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The way teachers reach out to families to schedule the IEP meeting sets the tone for their partnership. This communication can change a family's thinking from "the school requires me to attend this meeting" to "my child's teacher needs me in order to understand my child."

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As a parent, do you approach IEP meetings with fear and dread? If so, here are some suggestions to help you feel more at ease and able to participate as a full member of the team that plans your child's special education program.

Before the IEP meeting:

Build a positive relationship with at least one person on the IEP team, such as the classroom teacher, principal, or school psychologist, before the meeting. Such a relationship will help you feel more comfortable and know someone else hears your point of view.

Plan ahead and put your thoughts down on paper, so you won't forget to mention what's important to you during the meeting. Print out and fill out the IEP Planning Form. Know the purpose and format of the IEP meeting and who will be there ahead of time. That way you won't be surprised by the number of people around the table or the process being followed.

If you wish to share the results of a private evaluation with the IEP team, send copies of the reports to the team ahead of time so they can be familiar with the data before the meeting, rather than take valuable time during the meeting to review them. In some cases parents may feel that sharing this report (or particular aspects of the report) will not be of benefit to the IEP process; it's your choice whether to do so.

Review current reports, last year's IEP (if applicable), and Parents' Rights and Responsibilities sent to you annually.

During the IEP meeting

Understand that, as the parent, you are an integral part of the IEP team. In fact, federal law requires schools to insure that IEP teams include the parents of the child. Anything you can do to make yourself more comfortable in this meeting will help you to participate more actively.

Find a way to personalize your child. When you talk about him, make him recognizable to all team members. Remember that you know him best - strengths, talents, interests and needs, so take in what the professionals have to say, but add your perspective also. Some parents bring a photograph of their child to help keep the discussion student-focused.

Be prepared for district staff to refer to assessment data and their observations, to support their opinions about what is appropriate for your child. This may be different from your input but is just as valid. It's important to "see the big picture" - understand your child from different professional points-of-view - to assist in educational planning.

Keep focused on what you want answered or provided for your child, not on how to get there - that's the job of the professionals. For example, if you want your child to make more growth in reading, keep that foremost, and don't get stuck on asking for a specific method of teaching you heard about from a friend. However, do make sure that special education and related services are based on peer-reviewed research, to the extent that is practicable.

Don't hesitate to ask questions and seek clarification. In any profession, people talk in jargon at times. Since understanding the discussion is essential to supporting your child, you can request at the beginning of the meeting that participants explain any acronyms or special vocabulary they use when they speak.

Bring a trusted person with you - spouse, partner, relative, neighbor, friend - so you'll have a support system and another set of ears to hear what others have said. If you decide to bring a friend or advocate, you should inform the school so they are aware of whom you're bringing. The school should tell you if they have a specific policy on other attendees at the IEP meeting. If no one is available to accompany you, you may wish to audiotape the meeting so you can listen to the tape later. However, you'll need to notify the district ahead of time of your intentions; in that case, it's likely the district will also record the meeting.

Involve your child in the IEP meeting to the extent appropriate for his age. Federal law requires that the child be included in the IEP meeting whenever transition services are going to be discussed. Those discussions begin with the first IEP to be in effect when the child turns 16 - or younger if the IEP team finds it appropriate to do so or if the state law requires it. When he's 18, he'll be the adult making decisions about his own placement, so it's never too early to include him in the process.

Ask to take the IEP home to review if you're unable to make a final decision at the meeting. Even if you agree with the IEP as drafted, it's best to take it home and review it again the next day. You are not required to sign it if you disagree with the IEP, or even if you're uncertain about whether you agree with the IEP. However, you should agree to sign where it shows you attended the meeting.

After the IEP meeting:

If you have serious doubts or concerns about the IEP, put those concerns in writing and return them to school with the unsigned IEP as soon as you have made your decisions. You can then request another IEP meeting. If you have agreed to the IEP, review the agreed upon IEP to make sure you understand it. If not, talk to the trusted person you brought to the meeting, or contact one of the other IEP participants for clarification. Remember you can always change your mind and withdraw permission for any or all of the parts of the IEP you agreed to.

Talk to your child, in terms she'll understand, about what was discussed at the IEP meeting. Be sure to discuss the progress she's made. Review goals and objectives so she'll know what she's going to be working on during the coming year.

Place the IEP in the binder or file where you keep other school notices and reports. This makes it easy to access for future reference. Note on your calendar the dates that you can expect to receive regular reports from the school of your child's progress toward his annual IEP goals. Make sure that you're receiving the reports in a timely way and that they include data that document your child's progress. These reports need to be based on objective criteria.

Develop a collaborative relationship with the professionals who interact regularly with your child. Meet with her special education teacher to share observations and to learn how you can reinforce at home the skills and strategies being taught to her at school.

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Helpful suggestions to help you feel more at ease and able to participate before, during, and after an IEP meeting.

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The technical assistance documents found on this page clarify district obligations throughout the process of evaluating a child for special education and related services needs. Further guidance is provided regarding the Individualized Education Program (IEP) team process and the development and implementation of IEPs.
U.S. Department of Education, Office of Special Education Programs (OSEP), Q&As: Q&A: Individualized Education Programs (IEP's), Evaluations and Reevaluations
Q&A: Secondary Transition

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Individualized Education Program (IEP), Evaluations and Eligibility

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The technical assistance documents found on this page clarify district obligations throughout the process of evaluating a child for special education and related services needs. Further guidance is provided regarding the Individualized Education Program (IEP) team process and the development and implementation of IEPs. U.S.

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For over 30 years, the philosophy and practice of inclusive schools has grown from minimal awareness to a recognized bedrock component of schools around the globe that demands dual standards of excellence and equity for all students. Yet there is still confusion and widely varying definitions of the "inclusion." The lack of a common understanding of this important practice actually impedes further progress for students, their families, and the educators who teach them.

Simply stated, inclusive education means that all students are full and accepted members of their school community, in which their educational setting is the same as their non-disabled peers, whenever appropriate.

While federal legislation regarding education for students with disabilities does not include the terms 'inclusion' or 'inclusive education', the Least Restrictive Environment requirement from the Individuals with Disabilities Education Act, provides the basis for our understanding, practice, and legal interpretations.

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For over 30 years, the philosophy and practice of inclusive schools has grown from minimal awareness to a recognized bedrock component of schools around the globe that demands dual standards of excellence and equity for all students. Yet there is still confusion and widely varying definitions of the "inclusion."

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Sara Mauldin recognizes that she grew up in a society which separates people with disabilities. It encourages a perception that individuals with disabilities are lesser humans than those without. Mauldin advocates for the celebration, not seperation, of all people. As a special education teacher and a disability rights advocate, Mauldin has dedicated her adult career to including students with disabilities in the classroom and on the playground. She is working towards a future in which children with disabilities and children without are all allowed to learn and play together, and to share the same humanity.

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Individuals with Disabilities Education Act: 40 Years Later