IEPs: Developing High-Quality Individualized Education Programs
The Individuals with Disabilities Education Act (IDEA) is the law that governs the education of students with disabilities. Through this law, students with disabilities are entitled to a free, appropriate public education (FAPE) that includes an IEP. The IEP serves as the blueprint for the services and supports necessary to meet the student’s unique needs and guides every facet of her special education program.
IEP teams need to adhere to both procedural and substantive requirements. In 2017, the U.S. Supreme Court ruling in Endrew F. v. Douglas County School District required a higher substantive standard for determining whether a student’s IEP is conferring educational benefit: It must be reasonably calculated to enable a student to make progress appropriate in light of her circumstances. The table below summarizes these requirements, taking into consideration both IDEA and the Endrew ruling.
Ensure that the IEP process (the how and when of IEP development) is followed:
Ensure that the IEP contains all of the required information:
An IEP that meets procedural requirements could be considered a technically sound IEP. Failure to follow the IEP process or to implement the steps properly results in a procedural error that jeopardizes the student’s FAPE.
Ensure that the quality of the IEP content (the what of IEP development) is sufficient to enable the student to progress:
The quality of these components must meet the Endrew substantive standard. An IEP that does so could be considered an educationally meaningful IEP. Failure to develop a high-quality IEP that meets these standards can jeopardize the student’s FAPE.
In this interview, Mitchell Yell summarizes best practices in IEP development (time 1:11).
Mitchell Yell, PhD
Fred and Francis Lester Palmetto Chair in Teacher Education
Professor, Special Education
University of South Carolina
Revisiting Initial Thoughts
Think back to your responses to the Initial Thoughts questions at the beginning of this Module. After working through the Perspectives & Resources, do you still agree with those responses? If not, what aspects about them would you change?
What is an IEP?
What is the IEP process?
What is included in the IEP document?
When you are ready, proceed to the Assessment section.