Navigating the special education system can be complex, and one crucial aspect that often comes up is the Individualized Education Program (IEP). But what exactly is an IEP, and why is it so important for ensuring that your child’s educational needs are met? In this blog, the Where it’s AT team will explore the essentials of IEPs, their significance, and how AT can be implemented.

What Are IEPs?

IEPs serve as a legal written contract that requires school districts to provide a FAPE, Free and Appropriate Public Education. If a teacher refuses to follow a student’s IEP it is the only place teachers can be sued individually. This is because, if an IEP is in place, the implementation of that IEP is the student’s legal right under the Individuals with Disabilities Education Act (IDEA), a law enacted in 1975. IDEA mandates special education and related services to eligible children and youth. This law sets guidelines for identifying, evaluating, and supporting students with disabilities.

IEPs serve many purposes:

• They act as a legal contract between the school district and the family, mandating the provision of necessary special education services.
• They serve as a collaboration tool between school personnel and parents to determine and implement the appropriate services for the student.
• They contain the measurable goals and objectives used to evaluate the student’s progress.
• They commit teachers and schools to adhere to a specific plan. Notably, if a teacher refuses to follow an IEP.

Who’s Involved in the IEP Process?

Creating and implementing an IEP involves several key participants. These include the student, who is the focus and leader of the IEP, and their parents or guardians, who provide essential insights into the student’s needs and advocate for the student. This part of the team ultimately have the last say in services. The team also includes special education teachers, who design and execute the educational strategies outlined in the IEP, and general education teachers, who integrate these strategies into the regular classroom environment.

School administrators oversee the implementation of the IEP and ensure that the necessary resources are allocated. At the same time, related service providers such as speech therapists or occupational therapists deliver additional support as specified in the IEP.

The IEP Process

Referral and Evaluation: When it is suspected that a student may have a disability, by a teacher or parent, the school is required to assess the student. This assessment identifies the student’s learning profile and determines if they are eligible for special education services. The school then has 60 days to complete the assessment, develop the IEP, and start implementing it.

Eligibility: To qualify for special education services, a student must meet the criteria in one or more of the 13 specific categories defined by California Education Code:

• Autism
• Blindness
• Deafness
• Emotional Disturbance
• Hearing Impairment
• Intellectual Disability
• Multiple Disabilities
• Orthopedic Impairment
• Other Health Impaired
• Specific Learning Disability
• Speech or Language Impairment
• Traumatic Brain Injury
• Visual Impairment

IEP Meeting: A meeting is scheduled where the IEP team described above discusses and writes the IEP. Parents are notified in advance to ensure everyone has an opportunity to attend and have the right to invite others with relevant expertise. If there are disagreements, the team can engage in mediation or due process hearings.

IEP Written: The final IEP document details the student’s needs, goals, and the services they will receive. Parents must provide consent before the school can begin delivering these services. If parents disagree with the IEP, they can seek mediation, file complaints, or request a due process hearing. Special education must be provided in the least restrictive environment (LRE). Children with disabilities should be educated alongside their non-disabled peers whenever possible. They may only be removed from the general education setting if their disabilities are such that modifications, supplementary aids, and services cannot adequately support their needs within that environment.

Review and Revision: The IEP is reviewed at least annually, or more often if needed, to assess progress and make necessary revisions. This is an opportunity for any person on the IEP team to suggest changes or express concerns. A triennial reevaluation occurs every three years to determine continued eligibility and update educational needs. Also, a parent or teacher may Request a parent- or teacher-requested reevaluation when they believe the IEP requires realignment with the student’s needs.

Components of an IEP

An IEP has several components:

• Present Levels of Performance (PLOP): This section provides a snapshot of the student’s current academic, social, and behavioral abilities, based on assessments and input from various stakeholders.
• Annual Goals: Specific, measurable objectives are set to track the student’s progress over the year. These goals are designed to be realistic and relevant to the student’s needs.
• Specialized Instruction and Services: This outlines the personalized teaching methods and related services required for the student to achieve their goals. This may include modifications to the curriculum or specialized interventions.
• Accommodations and Modifications: Adjustments are made to the learning environment, curriculum, and assessments to ensure the student’s success. Modifications might involve changing content or performance expectations.
• Transition Planning: For older students, the IEP includes plans to prepare them for life after high school, including post-secondary education, employment, and independent living.

Examples of an IEP in English and an IEP in Spanish.

Example of Assistive Technology (AT) in an IEP

Assistive technology (AT) can be an essential part of an IEP. For example, the IEP might specify the need for a particular device to assist with classroom work or detail how AT will help achieve specific educational goals. Schools are responsible for providing necessary AT and ensuring it is available both at school and at home. Additionally, schools must train both students and teachers on how to use the technology effectively.

In the document distributed by Quality Indicators for Assistive Technology Services, Guiding Document for Including Assistive Technology in the IEP, they offer examples of how to integrate AT into an educational plan, which we have restructured below:

1. Device requirements:

• Paula needs to use assistive technology (prone stander, wedge) for seating and positioning in her classes in order to access educational materials and participate in her educational program.
• Karen uses an eight location augmentative communication device with speech output to supplement her current communication skills.

2. Goals:

• John will compose a paragraph of three or more sentences with less than two spelling errors on 90% of assignments, when using a spellchecker.
• Bianca will express basic wants and needs in 90% of the opportunities using single word utterances and/or a voice output AAC device when longer utterances are needed.

To effectively include assistive technology (AT) in an Individualized Education Program (IEP), the plan should clearly specify which devices are needed, such as communication boards or special keyboards. It should also describe how and where the AT will be used, both in the classroom and at home, including details on setup and maintenance. Additionally, the IEP must provide a plan for training for both the student and their teachers to ensure everyone knows how to use the technology effectively. Finally, the plan should include a method for monitoring the AT’s effectiveness and making sure it helps the student achieve their educational goals. By outlining these elements, schools can better support students with disabilities and improve their educational experience. Tips and tricks on AT and IEPs in Spanish.

For more resources and information on AT in education, check out our past blogs Know your Rights to K-12 Education-Based AT & Accommodations and Know your Rights to Post-Secondary Education-Based AT & Accommodations.

Additional Resources

• Question and Answers: California Special Education Parent Guide – PREPPREP (prepparents.org)
• Question and Answers (in Spanish): Ejemplos de Casos de un IEP de Transición Un Documento de Recursos (peatc.org)
• Translation to IEP documents in 17 languages: IEP Forms and Notices: English and Translated Versions – Special Education (mass.edu)
• Right to an Interpreter: Special Education Interpretation and Translation Information Sheet 7.6.21.pdf (edlawcenter.org)

IEPs are essential tools in ensuring that students with disabilities receive tailored educational support. Understanding the IEP process, the roles of involved parties, and the components of the IEP can empower you and the student you care for to advocate effectively. Remember, an IEP is more than just a document—it represents a commitment to meeting your student’s unique educational needs and helping them thrive in their learning environment.