What is an IEP?

As your child is transitioning from in home care, possibly through an early intervention program, and into a school setting, there are many new terms you will need to learn. You will hear a lot about IEP goals and this article explains what it is and offers resources.

What’s an IEP?

By law, children with diabilities — whether physical, cognitive, emotional or behavioral — are entitled to a “free and appropriate education” in the least restrictive environment possible. An Individualized Education Program (IEP) is a document — created jointly by the school and the student’s parents or guardians — that contains a plan for the supports your child will receive so he or she can succeed in school.
In preparation for your child’s IEP meeting, the school district will have a multidisciplinary team of professionals observe and evaluate your child’s academic and developmental skills and status. You should prepare by talking with physicians and therapists who can describe the effect of your child’s strengths and weaknesses on his or her schooling.
The IEP meeting will include the school district team, you, your child (if desired) and any trusted advisers or experts you want to bring along, including therapists and other professionals familiar with your child and his/her condition. (If you plan to bring a lawyer, advise the team before the meeting so they can have their own lawyer present.) These meetings usually occur in a cordial, give-and-take atmosphere and can lead to helpful relationships with school personnel.
The school’s multidisciplinary team will present a tentative plan to help your child achieve measurable short-term and annual goals, and will propose supports to help your child achieve those goals. If you have questions that are not answered or concerns that are not addressed, you have a right to get those handled before signing the IEP. It does not become a binding document until you and the appropriate school personnel have signed it — so don’t sign it until you’re satisfied. Once it has been signed, the school district can be held accountable for providing what is needed to enable your child to meet the written goals.
Be careful when the IEP calls for an out-of-class service. For example, are you willing to have your child miss math three days a week to go to occupational or physical therapy? If not, state this in the IEP document. If possible, try to get extra services provided after the school day, so no academic time is sacrificed.
The progress your child is making on his or her IEP goals must be reviewed and updated no less than annually. You or the school district can call for an earlier review if your child’s needs suddenly change or if there are any problems in the implementation of the current plan.
For more detailed information, visit U.S. Department of Education OESP's Idea website. For a list of MDA publications and articles about IEPs (and 504 plans, which also provide for school accommodations), see Resource Roundup: IEP and 504 Plans, Quest, April-June 2012, or ask your local MDA office for a printout.
Donna Albrecht is a writer based in northern California. She gained personal experience with school accommodations thanks to her daughters Katie and Abby, who each had type 2 spinal muscular atrophy. Donna lives with her husband and their border collie.