An Individualized Education Program (IEP) is a written plan developed for eligible students with disabilities. The IEP is created by a team that includes the parent or guardian, school personnel, and, when appropriate, the student. It outlines the student’s strengths, disability-related needs, annual goals, services, accommodations, and supports necessary to help the student make progress in school.
IEP Core Components

• Present Levels of Performance and Academic Functioning: A description of the student’s current academic achievement and functional performance, including strengths, interests, and how the disability affects participation and progress in the general education curriculum.
• Measurable Annual Goals: Goals that address the student’s disability-related academic, developmental, and functional needs and are designed to help the student make progress in the general education curriculum, as appropriate.
• Progress Monitoring: A description of how the student’s progress toward annual goals will be measured and how often progress reports will be provided to parents or guardians. Progress monitoring should include the data collection methods, tools, or assessments used to determine whether the student is making appropriate progress toward their goals. If the student is not making expected progress, the IEP team should review the data and consider whether changes to goals, services, accommodations, instructional strategies, or supports are needed.
• Special Education, Related Services, Supplementary Aids and Services: A description of the specially designed instruction, related services, accommodations, modifications, and supplementary aids and services the student will receive, including the frequency, location, and duration of each service. The IEP should also describe how progress toward goals will be measured.
• Dates, Frequency, Location, and Duration of Services: The IEP must clearly describe when special education and related services will begin, how often they will be provided, where they will be provided, and how long they will last. This helps ensure everyone understands exactly what services the student will receive and when they will be delivered.
• Participation with Nondisabled Peers (Least Restrictive Environment): The IEP team must determine how the student’s needs can be met in the Least Restrictive Environment (LRE). IDEA requires that students with disabilities are educated with their nondisabled peers to the maximum extent appropriate. Removal from the general education setting should occur only when the student’s needs cannot be met satisfactorily in that setting, even with appropriate supplementary aids and services.
• Participation in State and District-Wide Assessments: The IEP must explain how the student will participate in state and district-wide assessments. The IEP team determines whether the student will participate in the general assessment with or without accommodations or, if appropriate, an alternate assessment aligned with the state’s academic achievement standards. Any approved testing accommodations must be documented in the IEP.
• Transition Planning (when applicable): Beginning no later than the first IEP that will be in effect when the student turns 16 (or younger if required by state law or determined appropriate by the IEP team), the IEP must include measurable postsecondary goals based on age-appropriate transition assessments. The IEP must also identify the transition services and activities needed to help the student prepare for life after high school, including postsecondary education or training, employment, and, when appropriate, independent living. This must be updated annually.
• Transfer of Rights at the Age of Majority (when applicable): The IEP must include a statement that the student has been informed of the rights that will transfer to them when they reach the age of majority under state law, if those rights transfer. This notification must occur at least one year before the student reaches the age of majority.
• Annual Review: The IEP must be reviewed at least once a year to assess progress and make necessary adjustments. However, you can request a meeting to review and revise the IEP at any time if you believe the current plan is not meeting your child’s needs.

Tip: As a parent, you are an important part of the IEP team. Before IEP meetings, thoroughly review your child’s current IEP, progress reports and any other relevant data. Prepare a list of questions or concerns related to present levels, goals, services, and supports or accommodations. If you have specific concerns related to your child’s needs, provide examples that can illustrate your concerns. IEP teams are designed to be collaborative, with everyone playing a different role in planning for the student’s success. Be sure to keep copies of any communication with school personnel regarding your child’s progress/IEP.

Initiating the assessment process is an important first step in securing appropriate educational support for your child. Here’s an overview of the process and how to get started:

• Submit a Written Request: Draft a formal letter to your child’s school principal and/or the special education director requesting a comprehensive evaluation to determine eligibility for special education services. Explain the educational concerns you are observing and why you believe your child may need special education services. If you suspect your child has autism, include that concern and request that the evaluation assess all areas of suspected disability, as required under The Individuals with Disabilities Education Act (IDEA). Include any relevant medical reports, teacher observations, or other documentation that may help the evaluation team. Be sure to date the letter and keep a copy for your records. If the child already has a medical diagnosis of autism, that does not automatically guarantee an IEP and an educational evaluation will still have to occur.
• Understand the Timeline: After receiving your written request, the school must either seek your written consent to evaluate your child or provide Prior Written Notice explaining why it refuses the evaluation, consistent with IDEA and any applicable state timelines. Once you provide written consent, IDEA generally requires that the initial evaluation be completed within 60 calendar days, unless your state has established a different timeline. Many states have their own requirements, so check with your state’s department of education for the specific timelines where you live.
• Participate Actively in the Evaluation Process: An evaluation is conducted by a multidisciplinary team to assess all areas related to your child’s suspected disability and educational needs. Engage with the evaluators and provide any relevant information or documentation that can aid in the assessment process. Your insights as a parent are invaluable. Make a list of your questions as you go through the process and don’t be afraid to ask them. The IEP process is designed to be collaborative.
• Review the Results: After the evaluations are completed, the school will hold a meeting to review the results. This may include reports from school psychologists, speech-language pathologists, occupational therapists, teachers, and other professionals involved in the evaluation.
• A Team Determination: After reviewing the evaluation results, the IEP team will determine whether your child is eligible for special education services under one of the 13 disability categories recognized by IDEA. If your child qualifies, the team will develop an Individualized Education Program (IEP). If your child is not found eligible under the Autism category, they may still qualify under another disability category if the evaluation demonstrates that they meet the eligibility criteria.
• The IEP: After a child is determined to be eligible for special education services, the school has 30 calendar days to develop the initial Individualized Education Program (IEP). The school is responsible for scheduling and conducting the IEP meeting. School staff must notify the required participants, schedule the meeting at a mutually agreed upon time and place whenever possible, inform parents who will be attending, and let parents know that they may invite individuals who have knowledge or special expertise about their child, such as an advocate, therapist, or other service provider. During the meeting, the IEP team develops the student’s individualized goals, services, supports, and placement. Once the IEP is developed, it must be implemented as soon as possible. The IEP must be reviewed at least annually to assess progress, revise goals as needed, and ensure appropriate services and supports remain in place.
• Re-Evaluation: IDEA requires that a student be re-evaluated at least once every three years unless the parent and the school agree that a re-evaluation is unnecessary. A re-evaluation may also be conducted sooner if the student’s educational or related service needs warrant it, including if the student’s parent or teacher requests a re-evaluation. Re-evaluations help determine whether the student continues to be eligible for special education services and whether changes to the IEP or services are needed.

Summary: If a parent requests a special education evaluation because they suspect their child has autism or another disability, the school must evaluate the child in all areas of suspected disability to determine eligibility for special education services.

• 30 Days: Develop the initial IEP after eligibility is determined.
• Annually: Review the IEP at least once every 12 months.
• Every 3 Years: Conduct a re-evaluation unless both the parent and school agree one is unnecessary.

Tip: If the school refuses your request for an evaluation, it must provide Prior Written Notice explaining the decision, the reasons for the refusal, and the information used to make that determination. Parents have the right to challenge the decision by requesting mediation, filing a state complaint, requesting a due process hearing, or, in some situations, filing a complaint with the U.S. Department of Education’s Office for Civil Rights (OCR).

A medical diagnosis of Autism is not the same thing as an educational determination of Autism. A medical diagnosis does not automatically lead to a school determination of Autism, and a school determination of Autism does not automatically lead to a medical diagnosis of Autism.

• Different Purposes: A medical diagnosis focuses on identifying the condition and providing treatment recommendations, while a school-based assessment determines how disability impacts a student’s ability to learn and participate in the educational environment.
• Comprehensive Understanding: While there may be some overlap in types of assessments, school evaluations typically involve a multi-disciplinary team to gain a holistic understanding of your child’s needs in an educational context.
• Legal Requirements: The Individuals with Disabilities Education Act (IDEA) requires that schools conduct their own evaluations to determine eligibility for special education services. Autism is one of 13 disability categories that a student can be found eligible for services under. It is possible for a student to have a medical diagnosis of Autism but receive special education services under a different label, or to not receive special education services at all, depending upon the IEP team’s determinations. Schools must consider medical records and independent evaluations that parents provide as part of the eligibility process. However, IDEA requires schools to conduct their own evaluation to determine whether a student is eligible for special education services and what educational supports are needed. A medical diagnosis alone does not automatically establish eligibility under IDEA.
• Collaboration: The school may use the medical diagnosis as part of their evaluation process, but they need to gather additional information to develop an appropriate IEP.

Tip: View the school’s assessment as a partnership opportunity. By working together, you can ensure that all aspects of your child’s needs are addressed in the IEP.

If you suspect that your child’s IEP is not being properly implemented, there are several steps that you can take to address the issue and advocate for your child’s educational rights.

• Review the IEP: Start by reviewing the current IEP in detail and outline your concerns, including documentation or examples that indicate that the IEP is not being followed.
• Communicate your concerns: Communicate your concerns with your child’s teacher, special education case manager, or principals. Sometimes, issues can be addressed through increased communication and collaboration. If your concerns are not addressed, you can request an IEP meeting.

Tip: Building a positive relationship with school staff can go a long way in resolving issues. Being assertive and remaining collaborative are helpful communication tips.

• Request an IEP meeting: Request to meet with the IEP team to review the goals and make revisions based on IEP team decisions. During the meeting, review each part of the IEP and ask for clarification on how it is being implemented. You can request specific examples of how the goals, accommodations, and services are being delivered. If you feel that the current IEP goals are not meeting your child’s needs, you can discuss and revise the goals. Be proactive in suggesting goals that align with your child’s strengths and challenges.
• Explore other options: If your concerns are not resolved after communicating with the school and requesting an IEP meeting, you may wish to seek assistance from an advocate or attorney experienced in special education. Depending on the situation, parents may also request mediation, file a state complaint with their state education agency, request a due process hearing, or, in some circumstances involving disability discrimination, file a complaint with the U.S. Department of Education’s Office for Civil Rights (OCR).

Tip: Familiarize yourself with the Individuals with Disabilities Education Act (IDEA), the federal law governing special education, to understand your rights and the school’s obligations fully.

IEP goals are designed to address your child’s unique disability-related needs and help them make progress in the general education curriculum, as appropriate, while also addressing academic, developmental, social, behavioral, communication, and functional needs. Goals should be individualized, measurable, and aligned with the services and supports provided through the IEP.

Examples of IEP goal areas include:

• Academic Goals: These are designed to support your child’s learning in subjects like reading, math, and writing.
• Behavioral Goals: If behavior gets in the way of your child’s learning, IEP goals must address specific behaviors. Goals may address reducing anxiety in new situations, following classroom routines, or developing coping strategies.
• Social Skills: The IEP can include goals for improving interaction with peers, understanding social cues, and building friendships.
• Communication Needs: For children with communication challenges, the IEP can include goals related to speech and language development, such as improving expressive or receptive language skills.
• Life Skills: Depending on your child’s needs, the IEP can address daily living skills, such as self-care, organization, and time management, to prepare your child for greater independence.

Tip: The IEP should detail specific services (e.g., specially designed instruction, speech and language therapy) and accommodations (e.g., extended time on tests, preferential seating) and modifications (e.g., simplified assignments) to support your child’s learning and goal-attainment. These supports and services should be aligned with specific IEP goals.