Is There an “I” in IEP?
When “Individualized” Becomes a Battle
By Eric Sherman
According to the U.S. Department of Education, “each public school child who receives special education and related services must have an Individualized Education Program (IEP)... a truly individualized document.”
Creating an effective IEP is supposed to be a collaborative process—bringing together parents, teachers, school staff, and often the student. Together, they’re expected to design an educational program tailored to that child’s unique needs. The IEP is meant to guide the delivery of specialized supports and services. And as the DOE rightly says: writing—and implementing—a truly effective IEP requires teamwork.
So if that’s the vision, why are parents constantly fighting for their children to receive appropriate services or placements?
When Reality Hits Hard
We learned early on that no matter what the IEP team recommends, it often comes down to what the school or district is willing to offer—and whether or not the parent agrees to it.
The first time we were hit with this reality was during a contentious IEP meeting about our son’s speech services. Our son has bilateral cochlear implants and is on the autism spectrum. His co-occurring disabilities present unique challenges, and we came to the table with clear reasons why he needed more speech therapy.
The speech therapist, who had never worked with or assessed our son, told us he was being offered the same amount of speech therapy that “all the other students receive.” That statement lit a fire in us—because by definition, the IEP is supposed to be individualized. What we were hearing sounded more like a predetermined policy.
After much pushback, the district did agree to additional speech services. But in nearly every IEP since, they’ve tried to roll those services back.
A Team in Name Only
Over the years, we’ve faced IEP teams that didn’t include professionals who truly understood our son’s disabilities—or had ever even met him. We've sat through meetings where goals were written and services suggested by providers who’d never worked with him. At times, school placements were offered even though no one in the room could describe what the programs actually offered.
The hard truth is this: schools and districts often develop IEPs within the limits of their existing budgets, staffing, and available programs—not necessarily based on what a child actually needs. And when those needs fall outside the box, parents are left to fight.
The Real Meaning of “I”
If an IEP is to be truly individualized, every member of the IEP team—including parents—must be knowledgeable about the student’s disabilities and needs. They must understand what services exist and what accommodations are appropriate.
Unfortunately, when district limitations dictate options, the “I” in IEP becomes blurry at best.
Parents must become informed, empowered advocates. Because at the end of the day, it’s up to us to make sure the “I” in IEP stands for individual—not institutional.
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