How Do I Get One of Those IEPs?
I am sitting in a meeting with a frustrated parent, desperate for her child to get the academic help that everyone in the room knew he needed. The child was in 5th grade, and for the past five years, it has become increasingly clear that this child is academically behind his peers. In fact, this year the gap is wider than ever before, and we all knew it was only going to get worse.
As we discussed the strategies we are using to provide support, differentiation, and interventions, the parent interrupts and says, “How do I get one of those IEPs for my son?”
An IEP, or Individualized Education Plan, is a customized plan for a student with special needs that outlines their educational goals and the services, accommodations, and support they will receive from the school to meet those goals. Many parents have heard about them through friends, teachers, or social media, but how exactly does a child receive an IEP?
The truth is, an IEP isn’t something you simply get. It’s something that is earned through a very specific process set by federal law. And while that process exists to protect students and ensure they receive the right services, it can feel confusing and slow for families who just want their child to succeed.
I explained to the parent that before a school can consider an IEP, the child must go through a formal evaluation to determine if they qualify for special education services under one of the recognized disability categories. This evaluation is not based on a single test, a teacher’s opinion, or even a bad year academically. It’s a comprehensive look at the whole child: strengths, weaknesses, classroom performance, assessment data, behavior, and how all of these factors impact the child’s ability to learn in the general education environment.
And here’s the part most parents don’t realize: schools are required to try a variety of interventions before referring a child for special education testing. That means targeted small-group instruction, progress monitoring, classroom accommodations, behavior supports—whatever is appropriate for the child’s specific needs. These steps aren’t delays; they’re attempts to support the student without immediately jumping to a label.
I could see the parent processing this, weighing the years of struggle her child had already experienced. She wasn’t wrong for wanting an IEP. She was advocating for her son, just like any parent would. But understanding the pathway to get there, and the reasons behind it, is the first step in making sure children get the help they truly need.
If you relate to this experience, or know someone who can, here are three tips to help move through what can sometimes be a confusing and lengthy process:
1. Document everything—consistently and clearly.
Keep a running record of your child’s struggles, strengths, work samples, test scores, and any communication with teachers. The more concrete data you have, the easier it is for the school team to see patterns over time and determine whether additional evaluation is warranted. Documentation doesn’t need to be fancy—just consistent.
2. Ask for an evaluation in writing.
If you believe your child needs to be formally evaluated for an IEP, submit a written request to the school. This triggers a legal timeline for the school to respond. Be specific in your concerns and share examples of what you’re seeing at home. A written request ensures that the process is formalized and tracked.
3. Stay collaborative, not combative.
It’s natural to feel emotional or frustrated, but approaching the school as a partner rather than an adversary almost always leads to better outcomes. Ask questions, seek clarification, and remember that you and the school both want the same thing: a plan that supports your child’s success. Collaboration sets the tone for a stronger, more productive IEP process.
By: Dr. Adam Dovico
