Understanding Your Child's IEP

Feeling confused or overwhelmed by your child’s Individualized Education Program (IEP)? Read on to learn IEP basics including the laws protecting your child’s rights, the parts of an IEP, and advocacy tips. Along the way, the alphabet soup of acronyms will be demystified. 

Law: The year 2020 marks the 45th anniversary of the enactment of the Individuals with Disabilities Education Act (IDEA). This federal law outlines the rights of students with disabilities, including the right to a Free and Appropriate Public Education (FAPE) in the student’s Least Restrictive Environment (LRE). This means that students with disabilities have the right to a cost-free education in the public schools that meets their individual needs. That education is to take place in the most inclusive setting possible for the individual. School districts usually provide services along a continuum ranging from full inclusion in the general education classroom to self-contained special education classrooms. The most appropriate placement will depend on the individual, but discussion about LRE should begin with full inclusion. 

The Individualized Education Program (IEP): A legal document called an IEP is developed and revised at least annually for each child with a qualifying disability. The document is created by the IEP team which consists of school professionals, parents, and any other individuals that have special knowledge about the child. It is essential to note that parents are full members of the IEP team! Even though IEP meetings around a table with multiple school professionals may feel intimidating, parents should remember that they know their child better than anyone and that they are their child’s best advocate. 

Parts of the IEP:

• Present Levels of Academic Achievement and Functional Performance (PLAAFP): This section describes how your child is currently performing academically, behaviorally, socially, etc. Although PLAAFP may not seem important at first, it is the foundation of the IEP. In this section, your child’s needs are clearly identified. Parents can and should contribute to this section. It is a good idea to submit your input in writing prior to the meeting. For example, if your goal is to increase services or support for your child, you should clearly describe your child’s needs in the PLAAFP. 
• Annual Goals: This section addresses the needs outlined in the PLAAFP in the form of goals for the year. Each goal will be addressed by a specific service provider (e.g., speech-language pathologist, special education teacher). Goals should be specific, measurable, and realistic. 
• Secondary Transition Considerations: This section describes the plan for secondary students’ transition to the adult world. It is necessary for all students 16 and older, but may be addressed much sooner in the IEP.
• Supplementary Aids and Services: This section lists accommodations/modifications needed to be successful in the school setting. Accommodation are adaptations to the curriculum and could include items like extended testing time or tests read aloud. Modifications are changes to the curriculum and could include reduced homework or fewer items on tests. 
• Assessment Participation and Provisions: This section indicates whether the child will participate in standardized testing and any accommodation the child will receive.
• Special Education Services and Programs: This section lists specific service times (e.g., occupational therapy services 30 minutes, 2 times per week) as well as the environment in which the services will take place (e.g., in the general education classroom, in the Resource Room.)

​Advocacy Tip: Don’t feel rushed in an IEP meeting! You can always ask to reconvene a meeting at a later date. 

Free Advocacy Resources:
Disability Rights Michigan 
Advice from advocates and lawyers.
https://www.drmich.org
(800) 288-5923

Michigan Alliance for Families
Speak with a local parent mentor 
https://www.michiganallianceforfamilies.org
 (800) 552-4821