The Individuals with Disabilities Education Act (IDEA), the federal law governing special education, ensures that every child receives an evaluation of whether they qualify for extra school support, and if they do, entitles them to an IEP specially designed just for them. This federal law also requires that an IEP contains a minimum set of components, or parts, that convey key information about your child and details about when and how the plan will be implemented. You can familiarize yourself with the eight key components of an IEP here. IEP teams typically use formal assessments to determine how your child is doing and establish a baseline of performance. The team may also use anecdotal information and feedback from teachers to further describe their skills. Each objective should be measurable. With the help of regular evaluations, teachers and parents should be able to see how close a child has come to reaching their goals by the end of a school year. The IEP must specify the amount of time a student will participate in these mainstream classes. It will also explain the rationale for that decision. If you and teachers decide it’s best that your child take modified or different tests to assess achievement, the rationale for that decision must be included in the IEP. Transitional goals and services focus on instruction and support services needed to help your child move from the school environment and into a job, vocational program, or another program designed to promote independent living. If your child aspires to go to college, the IEP should also include steps to help prepare them for advocating themselves in that environment.
How are IEP goals written?
IEP goals are discussed and set during a collaborative planning meeting between parents, teachers, a specialist who has evaluated the child, and a representative of the school system (usually a special education coordinator or a principal).
What is the purpose of an IEP?
An IEP gives a child with a learning disorder or other disability the tools they need to succeed at school. The plan is different for every child and may include one-on-one classroom aides, individualized tutoring sessions, special classroom materials, or a modified schedule.
Who writes an IEP?
While deciding on the details of an IEP is a collaborative effort between parents and school personnel, your child’s main special education teacher is usually the one to put the plan in writing. Parents sign off on the final draft of the IEP before it’s implemented.
How long is an IEP good for?
IEP plans are typically reviewed once a year. Parents who believe their child’s IEP needs to be changed can request a special meeting before the annual review, which may lead to an IEP being revised.
What are the legal requirements of an IEP?
By law, an IEP needs to contain the following: a current assessment of your child; annual goals; special services your child needs; mainstream classroom participation targets; and any testing plans. It will detail when and where your child will receive special services, a system for charting progress, and any transition support they might need when they age out of the public grade school system.
A Word From Verywell
For a child who learns differently or has a disability, navigating just a single school day, much less an entire year, can be overwhelming. But a well-designed IEP can identify manageable goals that can reassure and motivate a child. An IEP is an integral part of the special education process and should be written with care. If an IEP is required for your child, be sure you understand what it should include and why. Ask questions of the IEP team and don’t be afraid to hold educators accountable for closely monitoring your child’s progress and keeping you posted about it. In many ways, you captain the IEP process, and your attention to detail can be key to the plan’s—and your child’s—success.
