Your child's IEP: what it is, how to get one, and what to do if it isn't working

Last updated 2026-07-09

What is an IEP and what does it actually do for your child?

An IEP is a written plan, legally required under the Individuals with Disabilities Education Act (IDEA), that describes the special education services a public school must deliver to an eligible child with a disability ^[1]. It is not a vague promise. It is a contract. If the school writes something into the IEP and then does not deliver it, you have legal recourse.

The document covers your child's present levels of academic and functional performance, measurable annual goals, the specific services the school will provide (type, frequency, duration, and location), accommodations and modifications, how progress will be measured, and how often you'll get progress reports. A full IEP also addresses transition planning starting at age 16 under federal law, though many states require it earlier ^[1].

IDEA covers 13 disability categories: specific learning disability, speech or language impairment, autism, emotional disturbance, intellectual disability, hearing impairment, visual impairment, deaf-blindness, orthopedic impairment, traumatic brain injury, other health impairment, multiple disabilities, and deafness ^[1]. Dyslexia and related reading disabilities most often qualify under "specific learning disability" or sometimes "other health impairment" if attention issues are involved.

One thing parents often miss: IDEA requires that the IEP be designed to give your child a "free appropriate public education" in the "least restrictive environment." The Supreme Court clarified in Endrew F. v. Douglas County School District (2017) that "appropriate" means the IEP must be reasonably calculated to enable the child to make progress appropriate in light of the child's circumstances, not merely some minimal, de minimis benefit ^[2]. That ruling matters. It raised the bar schools have to clear.

If you're not sure whether your child needs an IEP or a 504 plan, or want a side-by-side comparison, read our IEP vs 504 breakdown first.

How do you get an IEP for your child? The step-by-step process

Getting an IEP starts with a written request for a special education evaluation. You do not wait for the school to offer one. You ask.

Here is how the process runs from that first letter to a signed IEP:

Step 1: Submit a written evaluation request. Send a letter or email to your child's principal and special education coordinator. State that you are requesting a full and individual evaluation under IDEA to determine eligibility for special education services. Keep a copy. The date you send it starts the legal clock ^[3].

Step 2: The school responds within 15 school days (in most states). Federal law does not set a specific timeline for this response, but most states do. The school must either agree to evaluate or send you a written refusal with their reasons. If they refuse, they must give you a Prior Written Notice explaining why ^[3].

Step 3: You sign consent for evaluation. Once you sign, the school has 60 days to complete the evaluation, unless your state has a shorter timeline. Some states use 45 or 30 school days ^[3].

Step 4: The evaluation happens. A multidisciplinary team (which may include a psychologist, a reading specialist, a speech-language pathologist, and others depending on the concern) tests your child. This must be a full and individual evaluation, meaning it covers all areas of suspected disability, more than one or two tests ^[3].

Step 5: The school shares results with you. You must receive the evaluation report before the IEP meeting so you actually have time to read it.

Step 6: The IEP team meets. The team includes you, at least one general education teacher, at least one special education teacher, a school representative who can commit resources, someone who can interpret evaluation results, and your child (when appropriate) ^[1]. You are a full member of this team, not a guest.

Step 7: If your child qualifies, the team writes the IEP. The IEP must be in place before services start.

One practical note: schools sometimes hold an "eligibility meeting" and an "IEP development meeting" on the same day. That is fine, but do not let them rush you into signing an IEP document at that first meeting if you need time to review it. You are allowed to ask for more time.

How long does the IEP process take from request to services?

Federal law gives schools 60 calendar days from the date you sign consent for evaluation to complete the assessment and hold the IEP meeting, unless state law sets a different timeline ^[3]. In practice, many states use 60 school days, which can stretch to four or five months when you account for breaks.

Here is how the typical timeline stacks up:

Stage	Federal minimum timeline	Typical real-world range
School responds to your request	No federal deadline (varies by state)	5-15 school days
You review and sign consent	Your pace	A few days to a week
Evaluation completed	60 calendar days from consent	60 days (some states allow longer)
IEP meeting held	Before or at end of evaluation window	At end of the 60-day window
Services begin	Immediately after IEP is signed	1-4 weeks after meeting

If the school asks you to sign a timeline extension, you do not have to. If they miss the deadline, put it in writing that the deadline has passed and ask for a new meeting date. This is one of the situations where keeping every email and noting every date in a simple log saves you significant trouble later.

Also: if you move to a new school district while your child has an existing IEP, the new district must provide comparable services immediately while they decide whether to adopt your child's current IEP or conduct a new evaluation ^[1]. They cannot leave your child without services during that gap.

What qualifies a child for an IEP? How does the school decide?

Eligibility has two parts. First, your child must have a disability that falls into one of IDEA's 13 categories. Second, that disability must adversely affect educational performance, meaning the child needs specially designed instruction, more than a few extra minutes or a quiet room ^[1].

For reading disabilities specifically, the relevant category is usually "specific learning disability" (SLD). IDEA defines SLD as a disorder in one or more of the basic psychological processes involved in understanding or using language, which may manifest in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations ^[1]. Dyslexia, dyscalculia, and dysgraphia are explicitly listed as examples.

Schools can use two approaches to identify SLD. The older approach is an IQ-achievement discrepancy: your child's achievement scores are significantly lower than would be predicted by their IQ. The newer approach, which IDEA explicitly allows and many reading researchers prefer, is a Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS) model, where the school documents that the child did not respond to high-quality, research-based instruction before moving toward an evaluation ^[1].

Here is what you need to know about RTI: schools sometimes use it to delay a formal evaluation. If your child has been in Tier 2 or Tier 3 intervention for more than one school year with little progress, you have every right to request a formal evaluation regardless of where they are in the RTI process. IDEA states that the RTI process cannot be used to delay or deny a full evaluation ^[3].

One thing that surprises many parents: a child does not have to be failing to qualify. A child who is working very hard and getting average grades but is still significantly below where they should be may still qualify. The question is whether the disability adversely affects educational performance, and that is a broader standard than "failing classes."

What should a strong IEP actually include?

A legally compliant IEP has specific required components under IDEA ^[1]. But a legally compliant IEP and a strong, effective IEP are not always the same thing. Here is what the law requires and what you should push for:

Present levels of academic and functional performance (PLAAFP). This section describes where your child is right now, based on evaluation data. It should include specific test scores and observations, not vague phrases like "Johnny struggles with reading." If the PLAAFP is not specific, the goals built on it will be vague too.

Measurable annual goals. Each goal must be measurable. "The student will improve reading" is not measurable. "The student will read connected text at 90 words per minute with 95% accuracy on grade-level passages by June 2026, as measured by curriculum-based reading probes administered monthly" is measurable. Push for the second kind.

Special education services. The IEP must list every service by name, frequency (how many times per week or month), duration (minutes per session), and setting (general ed classroom, resource room, etc.). Vague language like "as needed" is not acceptable.

Supplementary aids and accommodations. Things like extended time on tests, preferential seating, audiobooks, speech-to-text tools, or a calculator. These should be specific and tied to your child's profile.

How progress will be measured and reported. The IEP must say how the school will track goal progress and how often they will report it to you. Quarterly progress reports are common; monthly is better for younger children or those who are significantly behind.

Least restrictive environment (LRE) justification. If your child is being pulled out of general education for any services, the IEP must explain why the general education classroom with supports cannot meet their needs ^[1].

One honest note on goals: many IEP goals are written to be achievable rather than ambitious. If your child's reading is two grade levels below, a goal that targets one-quarter of a grade level of growth is not an appropriate challenge. The Endrew F. standard means goals should aim for meaningful progress, not minimal movement ^[2].

What are your rights as a parent during the IEP process?

IDEA gives parents a specific set of procedural safeguards. Understanding these is how you advocate effectively without burning your relationship with the school ^[1].

You have the right to:

Participate as a full team member. You are not a bystander at your child's IEP meeting. The team cannot finalize the IEP without you (absent very specific circumstances). If you cannot attend, you can participate by phone or video.

Request an Independent Educational Evaluation (IEE) at public expense. If you disagree with the school's evaluation, you can ask for an IEE, which means an outside evaluator you choose does the assessment and the school district pays for it. The school can either agree to fund it or initiate a due process hearing to defend their own evaluation ^[3]. Most districts agree to fund the IEE rather than go to hearing.

Receive Prior Written Notice (PWN). Every time the school proposes to change (or refuses to change) your child's identification, evaluation, placement, or services, they must give you a written explanation of why. This is a powerful tool because it forces them to put their reasoning on paper.

Request mediation or file for due process. If you and the school cannot agree, you can request free mediation through your state's education agency or file a due process complaint. Most disputes are resolved without reaching a hearing, but knowing this option exists changes the negotiation ^[3].

Access all records. Under FERPA and IDEA, you have the right to inspect and review all educational records related to your child ^[4].

Revoke consent at any time. If you decide you no longer want your child to receive special education services, you can revoke consent in writing and the school must stop ^[1].

One practical thing: bring someone with you to IEP meetings. A trusted friend, a parent advocate, or even a special education attorney can sit with you. You do not owe the school an explanation for who you bring.

What if you disagree with the IEP or the school refuses to evaluate your child?

Disagreements happen constantly. Schools face budget pressures. Evaluators may underestimate what your child needs. Goals may be too low. Services may be cut in ways that are not backed by data. Here is what to do.

If the school refuses to evaluate: They must give you a Prior Written Notice explaining their reasoning. Read it carefully. If their reasoning is not supported by your child's actual records and performance, write back and reiterate your request, citing the specific data that supports the need for evaluation. If they still refuse, you can file a State Complaint with your state department of education (usually free and resolved within 60 days) or request a due process hearing ^[3].

If you disagree with the evaluation results: Request an Independent Educational Evaluation at public expense as described above. This is your legal right ^[3].

If you disagree with the IEP but your child needs services now: You can sign the IEP to get services started while noting in writing that your signature does not indicate agreement with specific components. Some states have specific forms for this; ask your district.

If services are not being delivered as written: First, document it. Send an email to the special education coordinator stating specifically what service was missed on what dates. Ask for a written response and an explanation. If it continues, file a State Complaint. Schools that fail to implement IEPs as written are violating IDEA ^[3].

If goals are too low: Come to the IEP meeting with data. If you have private tutoring records, outside evaluations, or examples of what your child can do when taught well, bring them. The team must consider all relevant information. If the team still refuses to raise goals, document your objection in the meeting notes.

Parent advocacy organizations like the Parent Training and Information Centers (PTIs), funded by the federal government and available in every state, offer free help with all of these situations ^[5]. They know your state's specific rules and can sometimes attend meetings with you.

How are IEP services different from a 504 plan?

This question comes up in almost every conversation about school accommodations, so it deserves a direct answer.

An IEP is funded and governed by IDEA. It provides specially designed instruction, meaning the actual teaching approach is modified for your child, along with related services (speech therapy, occupational therapy, counseling, etc.) and accommodations ^[1]. It requires a finding of disability that adversely affects educational performance AND the need for specially designed instruction.

A 504 plan is governed by Section 504 of the Rehabilitation Act of 1973, which is an anti-discrimination law. It provides accommodations and modifications (extra time, preferential seating, audiobooks) but does not include specially designed instruction or related services. The eligibility threshold is lower: your child just needs a physical or mental impairment that substantially limits a major life activity, and learning counts ^[6].

In practice: a child with dyslexia who is significantly behind and needs explicit, systematic phonics instruction from a trained specialist usually needs an IEP. A child with mild ADHD who largely keeps up but needs extended time on tests and a quiet room for exams may do fine with a 504.

One honest caveat: sometimes schools push families toward 504 plans because they cost less to run. If your child needs direct instruction, more than accommodations, push for an IEP evaluation. For a full comparison, read our IEP vs 504 article.

For information about how 504 plans work in your child's specific school setting, see our piece on 504 plans in school.

How often is the IEP reviewed and can you change it before the annual meeting?

IDEA requires a formal annual review of the IEP at minimum, and a complete reevaluation of eligibility at least every three years (the "triennial" or "three-year re-eval") ^[1]. But these are floors, not ceilings.

You can request an IEP meeting at any time. If your child's progress stalls, if new information comes in from an outside evaluation, if a new school year brings a different teacher and the plan no longer fits, write to the special education coordinator and ask for a meeting. The school does not have to hold it the next day, but they must respond and schedule it within a reasonable timeframe.

Between formal meetings, teams can make minor amendments to an IEP without convening the full team, as long as both the parent and the school agree in writing ^[1]. This is actually useful for small tweaks: changing the frequency of a service slightly, adding an accommodation that was overlooked, or updating a goal that was met early.

At the annual meeting, bring your child's progress reports. If the progress reports show your child is not on track to meet their goals, that is data you should raise. Schools are required to inform you when progress is not sufficient for the child to achieve their annual goals ^[1]. If they have not been telling you that and you find out at the annual meeting that your child met none of their goals, ask why you were not notified earlier.

Triennial reevaluations can feel like a lot of testing, and they are. But they are also a chance to update the picture of your child's needs. You can request a more limited reevaluation if you and the team agree that some areas do not need to be reassessed. You can also waive the reevaluation if both parties agree and there is no new information needed to determine continued eligibility ^[1].

What reading instruction should a child with dyslexia get through an IEP?

This is where a lot of IEPs fall short. A child with dyslexia qualifies for an IEP under the specific learning disability category, but the services written in can range from highly effective to essentially useless, depending on who is writing the plan and what the school has available.

The research on effective reading instruction for dyslexia is not contested at the level of the research itself. Structured Literacy instruction, grounded in systematic, explicit phonics, phonemic awareness, fluency, vocabulary, and comprehension instruction, has the strongest evidence base ^[7]. The International Dyslexia Association describes Structured Literacy as "explicit, systematic, sequential, and multisensory" ^[8]. Programs that meet this description include Orton-Gillingham-based approaches, Wilson Reading System, RAVE-O, and others.

When your child's IEP is developed, ask specifically:

• What reading program or approach will the provider use?
• Is the provider trained and certified in that approach?
• How many minutes per day of direct reading instruction will my child receive?
• Will that instruction be one-on-one, small group (2-3 students), or larger?

Research consistently shows that smaller group sizes produce better outcomes for students with reading disabilities ^[7]. A ratio of 1:1 or 1:3 is meaningfully different from 1:8.

If your school does not have staff trained in Structured Literacy, the IEP should address how that gap will be filled. The fact that a school does not currently have a trained provider is not a legal reason to deny appropriate services. The ReadFlare parent advocacy kit includes a checklist of questions to bring to IEP meetings about reading instruction, if that would be useful to you.

One more thing worth knowing: the Every Student Succeeds Act (ESSA) explicitly mentions dyslexia, dyscalculia, and dysgraphia as areas states should address in literacy instruction, and many states now have specific dyslexia laws that strengthen what schools must provide ^[9]. Look up your state's dyslexia statute. It may give you extra ground to stand on.

How can you prepare for an IEP meeting so it actually goes well?

IEP meetings can feel like walking into someone else's territory. Twelve people know the jargon; you might not. Here is how to prepare so you are an effective member of the team.

Get the evaluation report and any proposed IEP draft before the meeting. You have the right to see these documents in advance. Ask for them at least five business days ahead. Read everything. Write down your questions.

Bring documentation of your child's strengths and struggles. Work samples, notes from tutors, anything from outside evaluations. You know your child in ways the school does not.

Write down your priorities. What are the two or three things that matter most to you? More reading instruction time? A specific accommodation? A better goal? Know what you want before you walk in, so you do not leave having agreed to things that do not address your main concern.

Bring someone. A spouse, a friend, a parent advocate from your state's PTI. Two sets of ears catch different things. One person can take notes while the other talks.

Take notes during the meeting. Note who said what, especially any promises made verbally. Verbal promises that are not in the IEP document are not enforceable.

Do not sign the IEP at the meeting if you need time to review it. You can take it home. Ask for a few days. No school can lawfully force you to sign on the spot, and a decent school will not try.

Follow up in writing. After the meeting, send an email summarizing what was agreed: "Just confirming from today's meeting that X service will begin on Y date at Z frequency." This creates a paper trail without being adversarial.

For parents who want structured help thinking through what to ask for, the IEP in school guide breaks down each IEP component with parent-friendly language.

What happens to the IEP when your child transitions to a new school or district?

Transitions are one of the most common places where children fall through the cracks. Here is the legal baseline.

Moving to a new district in the same state: The new school must provide your child with services comparable to those in the existing IEP, without delay, while the district decides whether to adopt the current IEP, revise it, or conduct a new evaluation ^[1]. "Without delay" means from day one. The new school cannot make your child wait months while they do their own evaluation before starting services.

Moving to a new state: The new state must also provide comparable services while it determines eligibility under its own criteria ^[1]. Eligibility criteria and specific service rules vary by state, so there can be some adjustment, but your child cannot be left without services.

Elementary to middle school: This is a transition that many families underestimate. The IEP stays in place, but middle school structure is different and sometimes the supports that worked in elementary school do not transfer automatically. Request an IEP meeting early in the summer before middle school to review and update the plan proactively.

Age 16 (or earlier in some states): IDEA requires that the IEP include a transition plan focused on post-secondary goals related to education, employment, and independent living ^[1]. This includes identifying needed transition services. If your child is approaching 16 and there is no transition section in their IEP, raise it immediately.

Graduation or aging out: IDEA eligibility generally ends at graduation with a regular diploma or at age 21 (22 in some states). When eligibility ends, the school must provide a Summary of Performance, a written document summarizing the child's academic achievement and functional performance and recommendations for how the student can meet their post-secondary goals ^[1]. This document can be valuable for accessing disability services in college.

Frequently asked questions

How do I start the process of getting an IEP for my child?

Write a letter or email to your school's principal and special education coordinator requesting a full and individual evaluation under IDEA. State clearly that you suspect your child has a disability affecting their education and that you are asking for special education evaluation. Keep a copy and note the date. That letter starts the legal clock. You do not need a doctor's referral or the teacher's permission to request this evaluation.

Can a school refuse to evaluate my child for an IEP?

Yes, but they must give you a written Prior Written Notice explaining their specific reasons for refusing. If you disagree with the refusal, you can file a State Complaint with your state department of education (typically free and resolved in 60 days) or request a due process hearing. Do not accept a verbal refusal. Always ask for it in writing, which triggers the school's obligation to document their reasoning.

How long does it take to get an IEP approved?

Once you sign consent for evaluation, federal law gives the school 60 calendar days to complete the evaluation and hold the IEP meeting. Some states set shorter timelines (45 or 30 school days). After the IEP meeting, services should start within a few weeks. From your initial written request to services starting, expect roughly three to five months in most cases, depending on your state's timeline and how quickly the school schedules each step.

Does my child have to be failing to get an IEP?

No. IDEA requires that a disability adversely affect educational performance, but that does not mean your child must be failing. A child who works extremely hard to get average grades while struggling significantly more than peers may still qualify. The standard is whether the disability requires specially designed instruction, not whether the child is passing or failing. Many bright students with dyslexia struggle to access the curriculum despite appearing "fine" on report cards.

What is the difference between an IEP and a 504 plan?

An IEP is governed by IDEA and provides specially designed instruction and related services (like speech therapy) in addition to accommodations. A 504 plan is an anti-discrimination accommodation plan under the Rehabilitation Act that provides adjustments like extra time or a quiet room but does not include direct instruction. Children who need a trained specialist to teach them differently typically need an IEP. Those who mainly need environmental supports may be well served by a 504.

Can I request an IEP meeting outside of the annual review?

Yes. You can request an IEP meeting at any time by writing to the special education coordinator. There is no limit on how many meetings you can request. Common reasons include: your child is not making expected progress, new evaluation data has come in, the school year or teacher changed, or you want to add or modify services. The school must respond and schedule a meeting within a reasonable timeframe, typically 10 to 30 days depending on state rules.

What is an Independent Educational Evaluation and do I have to pay for it?

An Independent Educational Evaluation (IEE) is an evaluation conducted by a qualified evaluator outside the school district. If you disagree with the school's evaluation, you can request an IEE at public expense, meaning the district pays for it. The school must either fund the IEE or file for due process to defend their own evaluation. IEEs typically range from $1,500 to $5,000 for a full psychoeducational battery, so public funding matters a great deal for most families.

What reading program should my child's IEP include for dyslexia?

Research strongly supports Structured Literacy approaches: explicit, systematic phonics and phonemic awareness instruction delivered sequentially. Programs with strong evidence bases include Orton-Gillingham-based curricula, the Wilson Reading System, and RAVE-O. Ask the school specifically which program the provider uses, whether the provider is trained and certified in that program, and how many minutes per day your child will receive direct reading instruction. Group size matters too: smaller groups (1 to 3 students) produce better outcomes.

What happens to my child's IEP if we move to a different school district?

If you move within the same state, the new district must provide services comparable to the current IEP from day one while deciding whether to adopt, revise, or re-evaluate. If you move to a different state, the new district must also provide comparable services while it determines eligibility under state-specific criteria. Your child cannot be left without services during any transition period. Contact the new district's special education office the moment you know you are moving.

Do I have to sign the IEP at the meeting?

No. You can take the IEP home to review before signing. No school can lawfully require you to sign on the spot. If you want services to begin while you continue reviewing specific sections, you can sometimes sign for certain parts. If you sign the IEP but disagree with specific components, put your objections in writing separately. A signature indicates consent for services to begin, not necessarily agreement with every element.

What does "least restrictive environment" mean in an IEP?

Least restrictive environment (LRE) is an IDEA requirement that children with disabilities be educated alongside non-disabled peers to the maximum extent appropriate. Schools must justify in the IEP why any removal from general education is necessary. LRE does not mean every child must stay in a general education classroom. It means the IEP team must document why a more restrictive setting is needed based on the child's specific needs, not on administrative convenience.

What is a transition plan in an IEP and when does my child need one?

A transition plan is a section of the IEP that sets post-secondary goals related to education, employment, and independent living, and identifies the services and activities needed to reach those goals. Federal law requires it starting at age 16, but many states require it at 14. If your child is approaching 16 and no transition section exists in their IEP, raise it at the next meeting. This plan becomes critical for accessing disability services in college or vocational programs.

Can the school reduce my child's IEP services without my agreement?

No. Any change to your child's IEP, including reducing services, requires the IEP team to meet (or, for minor changes, for both you and the school to agree in writing to an amendment without a full meeting). The school must send you a Prior Written Notice before making any proposed change. If you disagree, you can invoke your right to keep the current services in place while disputing the change through mediation or due process. This is called "stay put."

How do I know if my child's IEP goals are good enough?

After Endrew F. v. Douglas County School District (2017), goals must be reasonably calculated for meaningful progress given the child's circumstances, more than minimal improvement. Warning signs of weak goals include vague language ("will improve reading"), targets that represent less than one grade level of growth per year for a child two or more years behind, and goals not tied to specific evaluation data. Push for goals with measurable criteria, named assessment tools, and timelines that reflect real ambition.

Sources

1. U.S. Department of Education, IDEA statute summary and IEP requirements (Individuals with Disabilities Education Act, 20 U.S.C. § 1414): IEP required components, 13 disability categories, LRE requirement, annual and triennial review timelines, transition planning at age 16, stay-put rights, and consent revocation provisions under IDEA
2. U.S. Supreme Court, Endrew F. v. Douglas County School District Re-1, 580 U.S. 386 (2017): The Supreme Court held that an IEP must be "reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances," raising the standard above de minimis benefit
3. U.S. Department of Education, IDEA Procedural Safeguards (34 CFR Part 300): 60-day evaluation timeline from consent, Prior Written Notice requirements, right to Independent Educational Evaluation at public expense, State Complaint and due process hearing options, RTI cannot delay evaluation
4. U.S. Department of Education, Family Educational Rights and Privacy Act (FERPA): Parents have the right to inspect and review all educational records related to their child under FERPA
5. U.S. Department of Education, Parent Training and Information Centers (PTI) program: Federally funded PTI centers in every state provide free assistance to families navigating special education processes
6. National Reading Panel, Teaching Children to Read: An Evidence-Based Assessment (NICHD, 2000): Systematic, explicit phonics instruction and phonemic awareness training have the strongest evidence base for teaching reading, including for students with reading disabilities; smaller instructional group sizes improve outcomes
7. International Dyslexia Association, Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties: The International Dyslexia Association describes Structured Literacy instruction as explicit, systematic, sequential, and multisensory, representing the approach with the strongest evidence for dyslexia
8. Every Student Succeeds Act (ESSA), Pub. L. 114-95: ESSA explicitly references dyslexia, dyscalculia, and dysgraphia as conditions states should address within literacy instruction programs
9. National Center for Learning Disabilities, State of Learning Disabilities report (NCLD, 2014): Approximately 2.4 million students are identified with specific learning disabilities and receive services under IDEA, representing about 38% of all students in special education
10. U.S. Department of Education, Office of Special Education Programs (OSEP), IDEA Data Center: Federal data on IEP participation rates, disability category breakdowns, and state-by-state service delivery statistics under IDEA