top of page

Tuesday's Tip: Who Develops The IEP


The IEP is developed by a team. This team includes school personnel and you the scholar's parents and as appropriate the scholar. The team meets AS OFTEN AS NECESSARY, but at least once a year.

Parents and Scholar

  • You the parents of the scholar with a disability are vital members of the IEP team

  • You are your child’s best advocate and have significant expertise that no one else has about your scholar.

  • You must be prepared for the IEP meeting, or your scholar could miss out on receiving all of the supports and services they need for a successful academic year.

  • Review the IEP and progress reports as well as ALL correspondence

  • The scholar with a disability should attend as early as possible and when appropriate.

  • Do not be intimidated by the ratio of parents to the rest of the IEP team

  • These items can be facilitated by an advocate that gives a voice to the parent and scholar:

  • Prepare a comprehensive parental concerns document to be added to your scholar's IEP.

  • Invite other individuals who have knowledge or special expertise regarding your scholar. As appropriate a private therapist can attend at the discretion of the parent.

School Personnel Required:

  • No less than one general education teacher of the scholar (if the scholar is, or may be, participating in the general education environment) i.e., homeroom teacher, physical education, music or Spanish teacher.

  • When a scholar is participating in the general education environment, the general educator describes the requirements for participation.

  • No less than one special education teacher of the scholar

  • Special educators should know how to educate, offer appropriate accommodations, modifications and support children with disabilities.

  • A representative of the public agency /school who is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of the scholar with disabilities. i.e., department chair, student services facilitator, school level special education coordinator.

  • This Local Educational Agency (LEA) representative is knowledgeable about the general education curriculum and is knowledgeable about the availability of resources of the public school/agency. i.e., principal, district level special education coordinator, special education compliance director, etc.

  • The representative of the school system must have the authority to commit school/agency resources.

  • An individual who can interpret the instructional implications of evaluation results

  • interpret the scholar’s evaluation results and discuss what they mean in terms of daily instruction. i.e., school psychologist or educational diagnostician

  • Many evaluations do not include the remediation, supports, accommodations and modifications that are needed.

  • Other individuals who have knowledge or special expertise regarding the scholar, including related services personnel as appropriate –i.e., speech language pathologist and physical and/or occupational therapist.

  • They are invited at the discretion of the public agency

  • Transition personnel—If the IEP meeting includes planning for life after high school, staff from outside agencies may be invited to attend like the Department of Vocational Rehabilitation.

  • You can address functional skills during this meeting as well as placement opportunities.

  • Don’t forget: if you need a translator or interpreter ask for one. The language can be technical at an IEP meeting.

  • Translators or interpreters—for those whose first language is not English or for those who communicate by using sign language or in another mode.

  • The school must provide an interpreter, if you ask for one, at no cost.

Make sure you SUBSCRIBE to the blog, so you do not miss any!

19 views0 comments

Recent Posts

See All

In my experience, there is not a grandparent in the world who is not convinced that their grandchildren are gifted. To listen to them, that giftedness is present in just about 98% of all scholars born

Less than 17% of scholars eligible for accommodations in post-secondary programs, will access them once they enter into a college or a program after high school. Only 34% of special education scholars

bottom of page