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This blog post has been adapted from “Chapter Two: Individualized Education Programs” of OAR’s resource “Navigating the Special Education System”.

One of the first phrases to come to mind when talking about special education is the Individualized Education Program, whose abbreviation, IEP, instantly becomes one of those acronyms that parents remember for life. The IEP provides a description and action plan for the services and supports that your child needs in order to learn, and especially now, with concerns of safety and remote learning added to routine IEP components, IEPs are crucially important documents. At best, when well written, they assure that your child receives what they need for success. Conversely, if not done well, they can become lengthy documents that are ineffective and time-consuming.

How can you avoid IEP challenges and make sure that your child’s plan is effective?  Collaboration is key. As a parent, you are a crucial part of the IEP team, so work with the school professionals, understand the IEP process, keep accurate and detailed records, and prepare for each meeting as if it’s a final exam. If you do these things, you will be better positioned to make sure that your child’s IEP successfully assures them full access to a free and appropriate education (FAPE) in the least restrictive environment (LRE).

Before the IEP meeting, you should request that draft IEP goals are sent to you at least three days in advance. These goals will be drafted by your child’s case manager or teacher, with input from the other IEP team members. Read over the draft goals and come prepared to provide feedback at the meeting. You may also want an advocate or another person who knows your child well to review the goals. The other sections of the IEP should be written collaboratively, though team members may have individually drafted information they think is important to include in the document. To learn more about these other sections, see OAR’s previous blog on this topic.

Because IEP teams are made up of a number of different people with varied professional experience, academic backgrounds, responsibilities, and points of view, disagreements will naturally occur during these discussions. Remember that, even when the teachers and support staff don’t agree with you, they have your child’s best interest at heart. Be active and assertive in voicing your opinions and concerns without becoming adversarial.

The end of the IEP meeting brings a critical decision time. Do you agree or disagree with the plan that has been set forth? While you may feel pressure to sign the document at the meeting, it is best to take the document home and review it one more time outside the meeting room before giving consent. Remember, you do not have to agree! If you do not agree, you will need to put your complaint in writing. You may also agree with some parts of the IEP and not others. Put this in writing, too. If you do not agree, the previous IEP stays in place until a new and fully agreed upon IEP is developed and signed. Once the IEP is signed, the applicable services for your child will commence – but IEPs are not set in stone, either. They are required to be updated at least once yearly, and can be reviewed more often at your request.

The process of agreeing on an IEP can often be frustrating, confusing, and stressful. This infographic breaks down the 5 most important things for parents to remember during this process:

More information about IEPs and special education can be found in OAR’s guide to Navigating the Special Education System. Order or download a copy for more information.