Understanding an IEP

A large part of the service I provide is evaluating students for learning difficulties or other school-related conditions.  Often times an evaluation will result in a diagnosis such as ADHD, dyslexia, or some other type of educational-impacting disorder.

As important as a diagnosis can be, it is actually the intervention or treatment that makes the biggest impact for a student’s future success.  In my previous post, we discussed executive function skills and how they affect a student’s performance.  An executive function coach can certainly help students who struggle with aspects of their self-regulation, including those diagnosed with ADHD.  However, public schools typically do not provide this level of service within their own buildings.

So, what services are available in public schools for students who have specific and individualized needs?  In today’s post, we will look at the Individualized Education Program, or IEP.  An IEP may be an important piece of the education puzzle for students diagnosed with a learning disability, ADHD, or other social, emotional, and behavioral challenges.  

What is an IEP?

An IEP is a comprehensive education plan for students diagnosed with a specific disability.  IEP’s are required by law under the Individuals with Disabilities Education Act (IDEA).  The IEP may provide classroom modifications or support for your student based on his or her diagnosed disability.

An IEP will contain:

• A description of the student’s current academic performance

• Results of the most recent evaluation

• Specific special education needs or other resources the school will provide

• Accommodations and modifications

• Stated academic goals for the student

• A plan to evaluate the student’s progress

• The expected participation rate in general education classes

• A transition plan to address post-high school success

• The date the IEP will go into effect

While the IEP offers significant support for students with diagnosed conditions, one of the most beneficial aspects are the use of modifications and accommodations for certain students.

What are Modifications and Accommodations?

Modifications

Modifications are changes to the actual content that is being deiivered in the classroom.  For instance, a student with dyslexia may only have 3 answer choices on a multiple choice exam while other students have 5 answer choices.  Another example may include a student only having to complete half of the problems her math homework. This part of the IEP can very beneficial for students diagnosed with learning disabilities, including dyslexia, dysgraphia, and dyscalculia, as it allows the student to focus on the content rather than the assessment.

Accommodations

Accommodations are changes in the way a student is taught or evaluated.  Students are still given the same assessments as their peers.  However, they may receive assistance in completing tasks such as extended time or a reduced-distraction testing environment.  A common example of an accommodation for a dyslexic student is to allow the use of a reader for tests and quizzes. A common example of an accommodation for a student diagnosed with ADHD is to allow the student preferential seating in class so that the teacher can monitor her attention and focus.

Who Qualifies for an IEP?

IDEA recognizes 13 categories, including learning disabilities and ADHD, which allow students to qualify for an IEP.  However, having a disability by itself is not the only factor.  There are 2 other components that make these students eligible:

1. Evaluation

Students must undergo an evaluation to determine the extent of the disability and recommendations to remediate.  Public schools are required to provide this service, although parents can also seek an evaluation from an outside source.

While public school evaluations can be comprehensive and thorough, there are often long wait times to be evaluated by the school district. Consequently, may parents will seek out a private evaluation, which can help move the process along more quickly.

2. Decision

Once an evaluation has been completed, the IEP team will decide if the student qualifies for an IEP. It is important to note that not all students with a diagnosed condition will receive an IEP.

In my experience, an IEP is typically utilized for students with moderate to severe conditions that make functioning in a classroom setting overly difficult.  The most common condition I see for an IEP is severe ADHD.  However, I have also worked with students with conduct disorders, physical disabilities, and severe dyslexia qualify for an IEP.

Who is the IEP Team?

Once it is determined a student meets the criteria for an IEP, the school will establish a team to support the student and identify the best course of action. The IEP team makes decisions in the student’s best interest.  The team will typically include:

• Parent

• Teacher

• Special education teacher

• School psychologist

• School resource representative

• Student once he/she is 16

• An outside consultant (friend, tutor, private evaluator, etc.)

What Happens in an IEP Meeting?

You should request an IEP meeting as soon as you suspect your student is struggling with a disability.  Ideally the first meeting will take place before the school year starts.  The first IEP meeting can be a confusing and overwhelming process for parents who are new to it.  However, it is a very systematic meeting in which the IEP team discusses the student’s difficulties and develops a plan to meet the needs of the student. 

The meeting will take place at the school.  It is common to discuss the student’s specific needs, including any physical or intellectual limitations, goals for the school year, how to evaluate the IEP’s effectiveness, the use of modifications and/or accommodations, and general thoughts on how to improve the student’s education.

It is not uncommon to have an IEP meeting on a yearly basis to evaluate its effectiveness, track the student’s progress, and make changes to the plan if necessary.  The IEP will often carry over from elementary to middle to high school, although having a meeting each step of the way can help with its effectiveness and implementation at each level.

As the parent, you are the best advocate for your student.  Make sure you are vocal about your student’s needs.  Some schools provide excellent IEP services while others require parents to be highly persistent.  Don’t be shy; this is your opportunity to get the most appropriate assistance for your student!  However, having an outside consultant who is knowledgeable about the IEP process can help identify appropriate and necessary services for your student.  You have a right to bring an outside consultant to the meeting.

If you have concerns about your child’s functioning at school, your child may be a good candidate for an evaluation.  Determining the underlying difficulty is the first step to obtaining the proper level of support, which may include an IEP.