Follow-up is key in ensuring proper implementation of the IEP.
Parents often assume that their child’s teachers will know what’s in their child’s IEP—unfortunately, this is not always the case. It’s important to make an effort to meet with your child’s teachers (including those who teach special classes like music, art and physical education) and other service providers. There’s always a chance that something in the IEP will be overlooked or forgotten, so be sure to monitor your child’s schoolwork, performance on tests, and attitude toward school. Check in with your child and his or her teachers to make sure that all services and accommodations are being carried out as stated in the IEP.
IEPs must be updated and reviewed at least annually.
IDEA requires that the school team (including parents) meet at least yearly to review the IEP and make changes for the upcoming year. As your child’s challenges, achievements, and needs evolve, his or her IEP should change to reflect this. While any change to the IEP must be approved by the parents and school, parents can request the team meet at any time (be sure to make this request in writing). In other words, if you’re concerned about your child’s progress and think his or her IEP might need to change, you don’t need to wait until your annual review to discuss the situation.
The IEP should include plans for life after high school—long before it’s time to graduate.
IDEA requires that transition services (plans and measurable goals related to post-secondary training, education, employment, and independent living) be included in a student’s IEP starting at the age of 16. But it’s often wise to start thinking about transition earlier and many states start this process at age 14. Students with LD need to start transition planning in middle school because they may need to take specific classes or courses of study to keep them on a path to achieve their postsecondary goals.
Remember that IEPs do not extend to college, post-secondary programs, or the workplace.
The IEP ends at the conclusion of high school, or if the student is going to continue to receive special education services or supports, at the age of 22 (in most states). IDEA services do not continue into a two- or four-year college or the workplace, and needed accommodations will not be granted automatically. Use NCLD’s Checklist for Transitioning from High School to College to understand how to prepare for the transition out of high school.
If there is a dispute over an IEP, you have options.
First, learn more about your child’s rights under IDEA and check out NCLD’s IEP Meeting Conversation Stoppers to learn ways to respectfully but forcefully advocate for your child’s rights in some common situations. If you continue to disagree with the school district’s assessment or educational program for your child or believe that the school has violated any IDEA requirements, IDEA provides dispute resolution options that may be an option for your family. You can always contact your local Parent Training & Information Center or state education department for more information.
For a complete guide to the special education process and IEPs, check out our IDEA Parent Guide.
Each public school child who receives special education and related services must have an Individualized Education Program (IEP). Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school admini... More >
“Free appropriate public education” — Never have four words had such power to determine a child’s chance for a meaningful education. “FAPE” is the core purpose of our federal special education law, the Individuals with Disabilities Education Act 2004 (IDEA 2004). The inte... More >
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 meeting
Build a positive relationship with at least one person on the IEP team, such as classroom teach... More >
Some of the statements made to parents at IEP meetings are “conversation stoppers” — comments that create barriers and can prevent the IEP team from working cooperatively to develop effective special education services and supports for students with disabilities. Here are nine ... More >
I know few parents who look forward to attending their child’s Individualized Education Program (IEP) team meeting. IEPs are difficult to read. Comprehending the IEP jargon and legalese can be daunting. Many parents are so intimidated by the document and the process surrounding its... More >
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