Discussing Autism

An IEP is one of the hardest things to get (and get right) because you are dealing with bureaucracy and with a group or team of people who can (and often tend to) take things more slowly than you would like.

According to Communicating with Your Child’s School Through Letter Writing there is a specific process one must go through to get the IEP. Here is how a student is identified and how the IEP is written:


Step One: Referral is made for evaluation. Either a school professional or parents can ask for an evaluation to determine if a child has a disability. The initial request can be either verbal or in writing (preferred for a paper trail) Parent/Guardian consent must be confirmed before the evaluation process begins. In some states the evaluation must be completed within a certain number of days after parent consent or initial contact.

Step Two: Child is evaluated: The evaluation must assess the child in all areas stated in the initial request and the results are used to determine eligibility for special education services and to make decisions about appropriate educational programs for the child. If the parents/guardians disagree with the evaluation they have a right to get an Independent Education Evaluation and can ask that the school pay for this.

Step Three: Eligibility is decided: A group of qualified professionals and the parents meet to look at the child’s results and decide if the child is a “child with a disability”. If parents disagree with the decision they can ask for a hearing to challenge the decision.

Step Four: Child is found eligible for services: Within 30 calendar days the IEP team must write an IEP for the child.

Step Five: IEP Meeting is Scheduled: The School System schedules and conducts the IEP meeting. The staff must contact all the participants, including the parents/guardians early enough for all to attend, schedule the meeting at a time and place agreeable to all, explain the purpose, time, and location, tell the parents who will be attending the meeting, and tell and allow parents to invited outside resources to the meeting.

Step Six: IEP meeting is held and the IEP is written: The IEP team gathers to talk about the child’s needs and write the IEP. (The IEP should never be written before the parents meet with the team.) If the child’s placement will be with a different group that group should be part of the discussion as well because they will be implementing the goals discussed.

Parents must consent with the IEP before services are provided. If parents do not agree with the IEP and placement they may discuss their concerns and try to reach an agreement. If they still don’t agree parents can ask for mediation, or the school can offer mediation. Parents can they file a complaint with the state education agency and may request a due process hearing, during which mediation MUST be provided to solve the case.

Step Seven: Services are provided: The school makes sure the IEP is carried out as written, including accommodations, modifications, and supports that must be provided for the child.

Step Eight: Progress is measure and reported to parents: Progress toward the annual goal is measured, as stated in the IEP. Teachers and supporting staff must provide progress reports, additional to lettered report cards, at scheduled times during the school year.

Step Nine: IEP is reviewed: The IEP is reviewed by the team at least once a year, or more often if the parents or school ask for a review. It can be revised at any time to make accommodations. Additional testing can be requested, independent evaluation, mediation, changes, or placement changes.

Step Ten: Child is reevaluated: Every child must be reevaluated every three years to determine if the schools are meeting their needs and if the child still has certain disabilities.

You can find sample letters requesting an initial evaluation, an independent evaluation, your child’s records, a meeting to review the IEP, a change of placement, here.

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Word Press, Technorati, Individualized Education Plan, IEP, disabilities, special education, special needs, placement, mediation, due process, independent evaluation, initial evaluation, change of placement, child’s record, parental consent, Tags