What is an IEP

You don’t directly “get” an IEP by asking for one; instead, you request the school to evaluate your child for special education services. You (or a teacher) can submit a written request for an evaluation to determine if your child qualifies for an IEP. The school will conduct assessments, and if your child has a qualifying disability that impacts learning and needs specialized instruction, the school will develop an IEP with your input.

A student qualifies for an IEP if they have one of the disabilities listed under the IDEA law and it significantly affects their educational performance. In practice, this means a child must have a disability (for example, autism, a learning disability, ADHD, etc.) that requires special education services in order for them to learn in school.

An IEP document outlines your child’s current performance, their annual learning goals, the specialized instruction and services the school will provide, any accommodations or modifications, and how progress will be measured. It also explains how much time (if any) your child will spend outside the regular classroom and any plans for transitions (like services for older students approaching adulthood).

By law, the IEP team must review your child’s IEP at least once a year. This yearly IEP meeting looks at progress and makes changes as needed. However, you or the school can request an IEP meeting at any time during the year if changes or updates are needed sooner.

Yes, children with ADHD or other conditions like anxiety can qualify for an IEP – but only if the condition is severe enough that the child needs specialized instruction. For example, ADHD is specifically recognized under “Other Health Impairment” in IDEA if it substantially limits learning. Anxiety and other mental health issues might qualify under an emotional disturbance category if they greatly impact the child’s school performance. If the disability primarily needs accommodations rather than specialized teaching, the child might get a 504 plan instead (for anxiety that isn’t severely impacting academics, a 504 plan could be more common).

Having an IEP doesn’t automatically mean your child will be separated from peers. Under the “Least Restrictive Environment” rule, schools must educate students with disabilities alongside non-disabled peers as much as is appropriate. Many children with IEPs spend most or all of the day in regular classrooms, with additional supports or accommodations. Your child might get some extra help (like time with a special education teacher for one class or therapy sessions), but the goal is always to keep them included with their peers whenever possible.

No. IEP services are provided as part of a Free Appropriate Public Education, so the school must provide the supports in your child’s IEP at no cost to you. Whether it’s specialized instruction, therapy, or assistive technology, the school district covers the cost. If a needed service is expensive, the school still has to provide it – they cannot refuse services your child needs because of cost.

Yes, an IEP can be revised at any time if needed. You don’t have to wait for the annual meeting – parents, teachers, or other IEP team members can request an IEP meeting to discuss changes if a child’s needs change or if parts of the plan aren’t working. The team can meet, agree on adjustments, and issue an updated IEP.