Improving Systems, Practices and Outcomes

IEP - Individualized Education Program

Key Preschool Principles and Practices Underlying the IEP Process

A NECTAC-convened workgroup of diverse stakeholders (researchers, higher education faculty, state policy makers, regional and local program administrators, family representatives, service providers, and technical assistance providers) engaged in a consensus process to articulate principles for the IEP Process that support family participation, inclusive practices and positive outcomes for preschool children with disabilities. They also developed a companion document on practices. A list of the workgroup participants is included in each of the documents. These resources were incorporated into the Developing High-Quality, Functional IFSP Outcomes and IEP Goals Training Package (2012)

Integrating IEP Goals with Outcomes

OSEP resources related to IEPs and the IEP process

Families' role in IEP development

Families whose preschool children have developmental delays or other special education needs are important participants in the team process for developing an Individualized Education Program (IEP):

  • IDEAs that Work: Office of Special Education Programs, U.S. Department of Education

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P170001 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

Project Officer: Julia Martin Eile     © 2012-2020 ECTA Center

  • UNC Frank Porter Graham Child Development Institute