Public school systems are required to begin educating children at age three if they have a qualifying disability. By mandate of the Individuals with Disabilities Education Act (IDEA), these children will have their educational goals delineated in an Individualized Education Plan (IEP).

 

A team of people develops the IEP. The actual team members will vary depending on the needs of the child. The IDEA does mandate certain individuals to be present, such as a regular educator, special educator, a local education agency representative, and the parent.

 

The process can seem overwhelming. Following these ten steps will help keep you focused.

 

1^st Identification. A child is identified through a process called “Child Find”. Every state in the United States is required to evaluate children suspected of having a disability. To do this the local education departments accept referrals. Many times the regular educator makes the referral.

 

2^nd Evaluation. The child is evaluated to determine if he or she qualifies for services. The child must be assessed in all areas of suspected disability.

 

3^rd Eligibility. The IEP team forms and looks at the evaluation and other materials to decide if the child qualifies under the IDEA. A parent may agree or disagree with the assessment results. If they disagree an Independent Educational Evaluation at the school’s expense may be requested.

 

4^th Eligible. If the child is found eligible an IEP team must meet and develop the child’s IEP within 30 calendar days.

 

5^th Schedule. The school is responsible for scheduling the IEP meeting. This must be at a time and place agreeable to the parents. The notice must be sent in a timely manner which ensures the parents have the opportunity to attend. The notice must contain specific information such as the time and place of the meeting, the reason for the meeting, who will attend, and tell the parents they may invite others.

 

6^th  Meeting. At the IEP meeting, the child’s team can discuss the strengths and areas of need. The plan will be developed based on this information. 

 

7^th Services. Services must be implemented as soon as possible. Each of the participants in the child’s education has access to the IEP and knows their specific roles and responsibilities.

 

8^th Progress. All goals stated in the IEP must be measured for progress. This progress must be reported to the parents at regular intervals and tell the parents if the progress is enough to reach the goal in the specified amount of time. The intervals may be no longer than those of children without disabilities.

 

9^th Review. The IEP must be reviewed yearly and may be reviewed more often if a team member feels it is necessary. Revisions may be made to the IEP at any time. The parents must be invited to the meetings before any revisions can be made.

 

10^th Reevaluate. A child must be reevaluated every three years or more often if the conditions warrant.

 

The IEP is a very important process for the child. An appropriate IEP will help guide the educator throughout the year.

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