IEP Basics
A high-level overview of what schools must do under federal law (IDEA & Section 504). States may add protections or procedures—always check your state’s rules and guidance.
From Birth to School Exit: What the District Must Provide
Birth–3: Early Intervention (IDEA Part C)
Infants and toddlers receive services through an Individualized Family Service Plan (IFSP). Part C emphasizes coaching families in natural environments (home/childcare). Services can include speech-language therapy, OT/PT, hearing/vision services, and developmental instruction.
- Evaluation to determine eligibility under state Part C criteria
- Family-centered outcomes and service coordination
- Transition by age 3—the team reviews eligibility for preschool special education
Note: States run Part C; timelines and criteria vary by state.
Ages 3–21: Preschool–High School (IDEA Part B)
Districts must locate, identify, and evaluate students who may need special education (Child Find). Eligible students receive a Free Appropriate Public Education (FAPE) via an Individualized Education Program (IEP) in the Least Restrictive Environment (LRE).
- Timely evaluation & eligibility decision using multiple measures
- IEP developed by a team including parents, at least annually; reviewed and revised as needed
- Instruction, related services, accommodations, and supports to enable progress
- Transition planning begins no later than age 16 (often earlier by state rule)
- Services continue until graduation with a regular diploma or aging out under state law
States may set additional timelines, forms, or qualifying criteria consistent with IDEA.
IDEA, Section 504, and FAPE — How They Fit
IDEA (Individuals with Disabilities Education Act)
Provides special education for eligible students via an IEP. Sets procedures (evaluations, meetings, notices), requires measurable goals, services, placement in the LRE, and progress monitoring. Parents receive procedural safeguards and dispute options (mediation, state complaints, due process).
Section 504 (Rehabilitation Act §504)
A civil-rights law prohibiting disability discrimination in schools receiving federal funds. Provides accommodations and access for students with a qualifying disability who do not need special instruction. Plans are usually simpler than IEPs and focus on removing barriers to equal access.
FAPE (Free Appropriate Public Education)
Both IDEA and 504 guarantee FAPE. Under IDEA, FAPE is delivered through an IEP designed to enable the child to make appropriate progress in light of their circumstances. Under 504, FAPE means regular or special education and related aids/services that meet the individual’s needs as adequately as peers.
What an IEP Must Include (High Level)
- Present Levels (PLAAFP): strengths, needs, and how disability affects participation/progress.
- Measurable Annual Goals (and short-term objectives when required).
- Special Education & Related Services: what, where, how often, and by whom; supplementary aids & services.
- Accommodations/Modifications and any assistive technology or behavior supports.
- Participation in State/District Assessments (with accommodations or alternate assessments, if appropriate).
- Placement/LRE statement explaining any time outside general education and why.
- Progress Monitoring and how parents will be informed.
- Transition Services (goals, courses of study, and services beginning no later than age 16—earlier by state rule).
For topic-specific guidance, see special considerations for deaf and hard of hearing children
Prior Written Notice (PWN) — What Must Be in Writing
Schools must provide a Prior Written Notice whenever they propose or refuse to initiate or change the identification, evaluation, educational placement, or provision of FAPE. A compliant PWN generally includes:
- What the district proposes or refuses, and why.
- The data and evaluations relied upon.
- Other options considered and reasons they were rejected.
- Any relevant factors (e.g., safety, access, progress, health).
- Procedural safeguards notice and how to obtain help in understanding rights.
- Sources for parents to contact for assistance.
States may provide required forms or add state-specific elements—follow those too.
Prior Written Notice (PWN) — What Must Be in Writing
34 C.F.R. § 300.503Schools must provide a Prior Written Notice whenever they propose or refuse to initiate or change the identification, evaluation, educational placement, or provision of FAPE. A compliant PWN generally includes:
- What the district proposes or refuses, and why.
- The data and evaluations relied upon.
- Other options considered and reasons they were rejected.
- Any relevant factors (e.g., safety, access, progress, health).
- Procedural safeguards notice and how to obtain help in understanding rights.
- Sources for parents to contact for assistance.
States may provide required forms or add state-specific elements—follow those too.
Parent Participation & Consent
- Meaningful participation: parents are part of the team; meetings scheduled at mutually agreed times, with interpreters if needed.
- Informed consent: required for initial evaluation and initial provision of special education; parents can revoke consent later.
- Access to records: parents may review education records and request corrections.
- Dispute options: informal problem solving, IEP facilitation, mediation, state complaints, and due process hearings.