An Individualized Education Program (IEP) is protected by the federal government under the Individuals with Disabilities Education Act (IDEA). IDEA is a federal law that ensures that children with disabilities receive a free appropriate public education (FAPE) that meets their unique needs and prepares them for further education, employment, and independent living.

The IEP is a central component of IDEA and is designed to provide a roadmap for a child’s education. It is a legally binding document that outlines the child’s unique needs, sets goals for their education, and specifies the support and accommodations that will be provided to help them achieve those goals.

The IDEA was first passed by Congress in 1975 as the Education for All Handicapped Children Act (EAHCA). The EAHCA was designed to provide a framework for ensuring that children with disabilities received a FAPE (Free Appropriate Public Education), but it was limited in scope and did not provide adequate funding to support its implementation.

In 1990, Congress reauthorized the law as the Individuals with Disabilities Education Act (IDEA), which expanded the scope of the law and provided more funding for its implementation. IDEA has been reauthorized several times since then, most recently in 2004, and has been a crucial tool for ensuring that children with disabilities have access to the education and support they need to succeed.

Yes, all public schools in the United States that receive federal funding are required to comply with the standards set forth in the Individualized Education Program (IEP) under the Individuals with Disabilities Education Act (IDEA).

IDEA is a federal law that ensures that children with disabilities receive a free appropriate public education (FAPE) that meets their unique needs and prepares them for further education, employment, and independent living.

Under IDEA, schools are required to identify and evaluate children who may have disabilities and provide them with a comprehensive evaluation to determine their eligibility for special education and related services. If a child is found to be eligible, the school district is required to develop an IEP that outlines the child’s unique needs, sets goals for their education, and specifies the support and accommodations that will be provided to help them achieve those goals.

Schools must also provide parents with procedural safeguards that include the right to participate in the development of the IEP, the right to challenge decisions made by the school district, and the right to seek mediation or due process if they disagree with the school district’s decisions.

In summary, all public schools that receive federal funding in the United States must comply with the standards set forth in the IEP under IDEA to ensure that children with disabilities receive a FAPE that meets their unique needs.

An IEP (Individualized Education Program) is a legally binding document that outlines the specific educational needs of a child with a disability and the support and accommodations that will be provided to help them succeed in school. Here are some of the benefits of an IEP for parents:

- Clear goals and expectations: An IEP sets clear goals for a child’s education and specifies the support and accommodations that will be provided to help them meet those goals. This can help parents understand what their child is expected to achieve and what resources will be available to help them succeed.

- Specially Designed Instruction: An IEP is tailored to the unique needs of the child/student, taking into account their disability, strengths, and challenges/deficit areas. This means that parents can be confident that their children will receive the support of specially designed instruction that is individualized and accommodations they need resulting from their disability.

- Legal protections: An IEP is a legally binding document outlining the specific support and accommodations a child is entitled to under the law. This means that parents have legal recourse if their child’s needs are not being met or their rights are violated.

- Collaboration with educators: An IEP is developed collaboratively by the child’s parents, teachers, and other professionals involved in their education. This collaborative process can help foster a positive relationship between parents and educators and ensure that everyone is working together to support the child’s success.

- Improved outcomes: Research has shown that students with disabilities with an IEP are more likely to graduate from high school, go on to higher education, and achieve better employment and independent living outcomes. The purpose of an IEP is to ensure a child with a disability receives a Free Appropriate Public Education (FAPE) designed to meet their unique needs and prepare them for further education, employment, and independent living. 

As a highly respected and sought-after advocate, Stephanie Wynn has chosen to specialize in working with parents of children with Dyslexia and other specialized needs. She helps parents navigate the complex process of developing an IEP and ensuring their child receives the support and accommodations needed to succeed in school.

In the IEP process, an advocate’s role is to help parents understand their rights and responsibilities and to provide support and guidance as they work with the school district to develop a plan for their child’s education. This may include:

- Reviewing the child’s educational records and assessing their needs: Our advocacy is committed to professionally reviewing your children’s educational records and assessments better to understand their strengths, weaknesses, and learning needs prior to writing or attending any IEPs or Meetings.

- Attending IEP meetings with the parents: We often attend our client’s IEP meetings as their advocate. Many of our clients will attest that attending these IEP meetings with the parents can (but does not guarantee) ensure that their voice is heard and that the school district is meeting their child’s needs.

- Helping to develop an IEP that meets the child’s needs: As your advocate, I help and teach parents to understand the different types of available support and accommodations and work with the school district to develop an IEP that meets their child’s unique needs.

- Monitoring the implementation of the IEP: Although we do not directly monitor your child’s IEP as advocates, we can prepare our parents to monitor the implementation of the IEP to help ensure that their child receives the support and accommodations agreed upon.

- Providing guidance and support throughout the process: Wynn Advocacy is committed to providing ongoing guidance and support to parents during their retainment as they navigate the complex IEP process and advocate for their child’s education.

Overall, Stephanie Wynn’s role as an IEP advocate is to help parents ensure that they are provided meaningful participation, assist in developing their child’s IEP and guiding them through the process.

Here is a sample outline of an Individualized Education Program (IEP) for a student with a learning disability:

1. Student Information

- Name of student

- Age and grade level

- Description of disability

1. Present Level of Performance

- Summary of the student’s current academic performance and functional abilities

- Results of any assessments or evaluations

1. Measurable Annual Goals

- Specific, measurable goals that are achievable within the next year

- Goals should address the student’s academic, social, emotional, and behavioral needs

1. Special Education and Related Services

- Description of the special education and related services that will be provided to support the student’s goals

- This may include instruction in the general education classroom, individualized instruction, assistive technology, counseling, and other services as needed

1. Accommodations and Modifications

- Specific accommodations and modifications that will be made to the student’s educational program.

- This may include extended time on assignments, preferential seating, alternative assessment formats, and other accommodations as needed

1. Participation in State and District-wide Assessments

- Description of how the student will participate in state and district-wide assessments, including any accommodations or modifications that will be made

1. Transition Services

- If the student is 16 years or older, a plan for transition services to help the student prepare for life after high school

- This may include vocational training, college planning, and other transition services as needed

1. Parent and Student Participation

- Description of how parents and the student will be involved in the IEP process and how progress will be monitored

- A plan for reporting progress toward annual goals from school to parent/student.

1. Dates and Signature

- Dates for implementation, review of the IEP and reevaluation of the student’s eligibility

It’s important to note that each IEP will be unique to the individual student and their needs. The goals, accommodations, and services outlined in the IEP will be based on a thorough evaluation of the student’s needs and abilities.

Unfortunately, getting an appropriate IEP is oftentimes not a simple process. Dyslexia education and awareness is still very new to many IEP TEAMS and they are not as familiar with what accommodations, instructional strategies and interventions are effective and which accommodations will be of the greatest impact on your child.

Wynn Advocacy Builds the Bridge between what is Available and What is “Appropriately Ambitious” goals. The U.S. Supreme Court’s ruling in Endrew vs. Douglas County School District (2017) stated that IEP goals must be “appropriately ambitious.” . Opinion of the court; “But his educational program must be appropriately ambitious in light of his circumstances, just as advancement from grade to grade is appropriately ambitious for most children in the regular classroom. The goals may differ, but every child should have the chance to meet challenging objectives.”

We will not stop until your child’s education is as impactful and fulfilling as it should be.