Individualized Education Program (IEP)
Topic Editor: Debbie Catedebbie.email@example.com
Preschool LRE Reference Points and Discussion Prompts
This summary of the Least Restrictive Environment (LRE) provisions of the IDEA as applicable to preschool aged children with disabilities is intended to be used as both a quick reference guide and training tool.Get Started
Making Sound Preschool LRE Decisions
The IEP process includes requirements and actions that ensure IEP teams have the information needed to discuss and consider access to and participation in high-quality inclusive settings for every young child with a disability during IEP placement discussions. This document lists important actions in the IEP development process along with guiding principles and practices that should inform placement decisions for young children with disabilities.Get Started
Developing High-Quality, Functional IFSP Outcomes and IEP Goals Training Package
This training package was developed in response to the need expressed from state and local providers to have specific information and resources about developing Individualized Family Service Plan (IFSP) outcomes and Individualized Education Program (IEP) goals.Get Started
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 later incorporated into the Developing High-Quality, Functional IFSP Outcomes and IEP Goals Training Package.
- Key Principles Underlying the IEP Process: Supporting Family Participation, Inclusive Practices and Positive Outcomes for Preschool Children with Disabilities (2012)
- Key Practices Underlying the IEP Process: Supporting Family Participation, Inclusive Practices, and Positive Outcomes for Preschool Children with Disabilities (2012)
OSEP on IEPs
- Topic Briefs on IEP
- Model IEP Form (may be used by schools, but is not required)
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):
- Programs use a variety of assessment tools and strategies, including information from parents, to gather relevant functional and developmental information to assist in determining eligibility (34 CFR §300.304).
- A team of qualified professionals and the parent(s) of the child are involved in the eligibility decision (34 CFR §300.306).
- The IEP team for each eligible child includes the parents of the child (34 CFR §300.321) and each public agency must take steps to ensure that one or both of the parents are present at each IEP Team meeting or are afforded the opportunity to participate (34 CFR §300.322).
- Each public agency must also ensure that parents are members of any group that makes decisions on the educational placement of their child (34 CFR §300.327).