When a child receives special education services under the Individuals with Disabilities Education Act (IDEA), he or she must have an Individualized Education Program (IEP). This is a written document listing, among other things, the special educational services that the child will receive. The IEP is developed by a team that includes the child’s parents and school staff.In Spanish | En español – El Equipo y el Contenido del IEP
The IEP is an extremely important document in the educational lives of students with disabilities receiving special education under IDEA. The resources we’ve listed below will help you learn more about IEPs—what the law requires, what information a typical IEP contains, how IEPs are developed, and so on.
The Short-and-Sweet IEP Overview
Find out fast what an IEP is, who writes it, and what it contains.
Developing Your Child’s IEP
Complete overview that explains the basics of the special education process and gives you information on how to be an effective partner with your child’s school.
The IEP Team
A child’s IEP is developed by a team of individuals that includes key school staff and the child’s parents. Find out who’s required by law to serve on the team and what they might contribute to developing the IEP.
Contents of the IEP
A child’s IEP, by law, must contain specific information, including the special education and related services that he or she will receive. But there’s so much more in an IEP! Find out in detail.
Special Factors in IEP Development
The IDEA lists five special factors that the IEP team must consider in the development, review, and revision of each child’s IEP.
As part of IDEA 2004, NIMAS and NIMAC were created to support a nationwide system to provide accessible versions of core instructional materials, textbooks and related products, to qualifying students with print disabilities. However, regardless of whether or not a student with learning disabilities, dyslexia or any other disability is eligible for NIMAS-derived materials, the school still has the responsibility for providing accessible versions of materials to any student the IEP team determines needs them.
Addressing Bullying Through the IEP
Research shows that kids with disabilities are more likely to be the target of bullying. Unfortunately, many parents are being told by their school that bullying can’t be addressed through their child’s IEP. We are here to say it most certainly can! Here are a few practical tips to follow as you tackle the problem.
When the IEP Team Meets
What goes on at an IEP team meeting? What does IDEA require? What types of considerations, discussions, and decisions must be made by the IEP team? Find out here.