The Individualized Education Program (IEP) is a formalized plan required by U.S. law to ensure that children with disabilities, including learning disabilities, receive specialized educational support in public schools.
The IEP is a legally binding written document that outlines how a child’s special education services will be provided. Its purpose is to ensure the educational needs of a student with disabilities are met with clarity, accountability, and structure. Every IEP must detail the “what, when, how, and by whom” of service delivery, including timelines and responsibilities.
Public schools are required to offer IEPs to eligible students, whereas the same legal obligations do not bind private schools. However, private institutions may choose to provide accommodations or support voluntarily.
The IEP meeting: Planning and participation
The IEP process begins once a child has been assessed and deemed eligible for special education (typically within 30 days of diagnosis). The school is responsible for notifying parents and arranging a mutually agreeable time for the meeting. Parents are considered essential IEP team members, and their attendance is strongly encouraged. If a parent cannot attend, they should send a knowledgeable representative or advocate.
A typical IEP team includes:
- The parents or guardians
- The classroom teacher
- A resource/special education teacher
- A district representative who oversees funding
- An individual who can translate legal or technical information
The school must provide relevant documents upon request, such as assessment results or the proposed IEP draft, to help families prepare. These meetings are vital opportunities to collaborate, advocate, and ensure that the educational plan reflects the child’s needs.
What is in the IEP document?
The IEP itself is comprehensive and includes several critical components:
- Baseline performance: It begins with a snapshot of the child’s current academic abilities and functional performance. This baseline helps track progress and ensure that goals are both appropriate and measurable.
- Goals and benchmarks: The IEP outlines both short- and long-term objectives. These are specific and data-driven, avoiding vague phrases like “Johnny will improve in reading” and instead using concrete expectations such as time spent on specific interventions and expected testing milestones.
- Progress monitoring:Parents must be kept informed of their child’s progress, typically through regular phone, email, or meeting updates. Parents can request additional meetings or a review of services if goals are not being met.
- Accommodations and services: The document details the types of accommodations (e.g., extended test time, audiobooks, speech therapy) and when, where, and how often they will be delivered. These services are tailored to the individual child’s needs.
Ensuring a productive IEP meeting
To maximize the value of an IEP meeting:
- Be prepared. Bring documentation of your child’s struggles and strengths, previous test results, and a list of questions or concerns.
- Invite support. Consider bringing a family member, tutor, or advocate.
- Stay focused. The meeting can be emotionally charged, but maintaining clarity and collaboration helps achieve better outcomes.
- Use your voice. Ask for clarification, propose changes, and ensure your insights are recorded in the meeting notes.
While children are not typically required to attend, older students may be included, especially when planning their transition to secondary education. Parents should coordinate with the school in advance if their child will be present, as the discussion dynamic may change.
Understanding the role of the resource teacher
The resource teacher is a key player in implementing the IEP, who often works one-on-one or in small groups with the student. This instruction is highly targeted, using tools like multisensory reading programs (e.g., Orton-Gillingham), simplified texts, and skill-building activities in a low-pressure environment. The resource room also provides access to assistive technology and creates a safe space where the child can work without fear of embarrassment or ridicule.
The resource teacher can also coordinate with classroom instructors to implement accommodations such as buddy systems for reading, assignment modifications, or additional processing time.
Legal framework and parental rights
The legal foundation for IEPs is built on laws such as the Individuals with Disabilities Education Act (IDEA). If a child qualifies for special education services, the school must provide an IEP—no exceptions. Additionally, parents have the right to:
- Receive copies of assessments and reports
- Request meetings or reevaluations
- Dispute decisions through mediation or due process hearings
- Access advocacy organizations and legal support
Other legal frameworks, such as Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA), may offer protections and accommodations even if a child does not qualify for an IEP.
Final thoughts
An IEP is more than just paperwork; it’s a living document that guides a child’s educational journey. Parents’ involvement is essential. Through careful planning, proactive participation, and legal understanding, parents can help ensure their dyslexic child receives meaningful, individualized support tailored to their needs.
Edublox offers cognitive training and live online tutoring to students with dyslexia, dysgraphia, dyscalculia, and other learning disabilities. We support families in the United States, Canada, Australia, and beyond. Book a free consultation to discuss your child’s learning needs.
What Is an Individualized Education Program (IEP), and How Does It Work? was authored by Sue du Plessis (B.A. Hons Psychology; B.D.), an educational specialist with 30+ years of experience in the learning disabilities field.
Edublox is a member of the International Dyslexia Association (IDA), a leading organization dedicated to evidence-based research and advocacy in dyslexia and related learning difficulties.
