IEP (individual education plan): the complete parent guide

Last updated 2026-07-10

What is an IEP and what does it actually do?

An IEP is a written plan that a public school must create, follow, and update at least once a year for every student who qualifies for special education services under the Individuals with Disabilities Education Act (IDEA). The full legal name is Individualized Education Program, though parents and teachers almost always call it an IEP. ^[1]

The plan does two things at once. First, it documents exactly where your child is right now academically and functionally. Second, it commits the school to specific services, goals, and supports delivered at no cost to you. That "no cost" requirement is one of IDEA's bedrock promises: a Free Appropriate Public Education, always written as FAPE in the law. ^[1]

An IEP is not a vague statement of good intentions. If the document says your child will get 45 minutes of specialized reading instruction four times a week, the school is legally obligated to provide it. If they don't, you have procedural rights to challenge the failure. That binding quality is what separates an IEP from most other school plans.

Parents often confuse IEPs with 504 plans. The two overlap in purpose but differ in legal muscle. A 504 plan sits under Section 504 of the Rehabilitation Act and mostly delivers accommodations (extra time, preferential seating, text-to-speech). An IEP sits under IDEA and can deliver specialized instruction, related services like speech therapy, and a modified curriculum. For a side-by-side breakdown, see IEP vs 504.

Who qualifies for an IEP?

To get an IEP, a student has to meet two tests at the same time. They must have a disability that falls within one of IDEA's 13 eligibility categories. And that disability must adversely affect educational performance, meaning the child needs specialized instruction because of it. Meeting only one test is not enough. ^[1]

IDEA's 13 categories are: specific learning disability (SLD), speech or language impairment, other health impairment, autism, emotional disturbance, intellectual disability, hearing impairment (including deafness), orthopedic impairment, visual impairment (including blindness), multiple disabilities, deaf-blindness, traumatic brain injury, and developmental delay (for children ages 3-9). ^[1]

Dyslexia qualifies under specific learning disability in the vast majority of states. The U.S. Department of Education sent a Dear Colleague letter in 2015 stating plainly that dyslexia, dyscalculia, and dysgraphia are not terms schools can legally avoid using. ^[2] If a school tells you dyslexia doesn't qualify for an IEP, that's wrong.

Age matters too. IDEA covers children from age 3 through age 21, or until they receive a regular high school diploma, whichever comes first. Early intervention for children under 3 runs through a separate program (Part C of IDEA), which uses an IFSP (Individualized Family Service Plan) instead of an IEP.

One more threshold worth knowing: "adversely affects educational performance" does not mean a child has to be failing every class. A child who is struggling to decode in second grade but pulling Cs through sheer effort may absolutely qualify. Courts have consistently held that grade-level performance alone does not disqualify a student. ^[3]

What does an IEP have to include by law?

IDEA Section 614(d) spells out the required components of every IEP. Schools cannot skip any of them. ^[1]

Present Levels of Academic Achievement and Functional Performance (PLAAFP). This section describes, in measurable terms, how your child is performing right now. It must include data, not vague language like "Johnny struggles with reading." A strong PLAAFP says something like "Johnny reads 42 words per minute on a third-grade passage; the benchmark is 93 wpm."

Measurable annual goals. Each goal must be specific enough that you can tell at the end of the year whether it was met. Goals should connect directly to the deficits described in the PLAAFP. If the PLAAFP says your child has phonological awareness weaknesses, there should be a goal targeting phonological awareness.

Special education and related services. This section lists every service the school will provide, with the frequency, duration, location, and start date. Related services can include speech-language therapy, occupational therapy, counseling, transportation, and assistive technology.

Participation with nondisabled peers. The IEP must explain how much time your child will spend in general education and, if that time is limited, why.

Accommodations for state and district testing. Students with IEPs are entitled to testing accommodations consistent with their plan.

Transition planning. Starting no later than age 16 (and age 14 in many states), the IEP must include transition goals covering post-secondary education, vocational training, and independent living.

Progress reporting. The school must report on your child's progress toward annual goals at least as often as it reports grades to parents of nondisabled students. ^[1]

A quick note on language: the law uses "Individualized Education Program," not "individual education plan." Both phrases circulate online and mean the same program; only one is IDEA's exact term.

How does the IEP process work, step by step?

The process runs in a defined sequence. Knowing that sequence helps you push back when schools slow-walk it.

Step 1: Written referral. The process starts when someone (you, a teacher, or another professional) requests an evaluation in writing. The clock starts the day the school receives your letter. Keep a copy and note the date. ^[1]

Step 2: School decides whether to evaluate. The school has a reasonable time to decide, typically 15 school days in most states, though IDEA sets the outer limit at 60 days for the whole evaluation process. ^[4] If the school declines to evaluate, it must give you written notice with reasons, and you have the right to challenge that decision through mediation or a due process hearing.

Step 3: Evaluation. The school conducts a full and individual initial evaluation using assessments in all areas of suspected disability. This must be done in the child's native language and cannot consist of a single test. You must give written consent before any evaluation begins.

Step 4: Eligibility meeting. After the evaluation, a team meets to determine whether the child qualifies. You are a required member of this team.

Step 5: IEP development. If the child qualifies, the team develops the IEP at the same meeting or schedules a separate IEP meeting. The IEP must be in place before services begin.

Step 6: Annual review. The IEP team meets at least once a year to review and update the plan. You can also request a meeting at any time if you think the plan needs changes.

Step 7: Three-year reevaluation. At least every three years (called a "triennial"), the school must reevaluate your child to confirm continued eligibility. ^[1]

The 60-day evaluation window is a federal floor. Many states set a shorter timeline, so check your state's specific rules. California uses 60 calendar days. New York uses 60 school days. Those differences matter.

Who is on the IEP team and what is your role as a parent?

IDEA names the required IEP team members in Section 614(d)(1)(B). ^[1] The team must include:

• The parents (or legal guardians)
• At least one regular education teacher who works with the child
• At least one special education teacher
• A district representative who has authority to commit resources
• Someone who can interpret the evaluation data (often a school psychologist)
• Related service providers when relevant
• The student, when appropriate (required starting at age 14 for transition planning)

You are not a guest at an IEP meeting. You are a required member with equal standing. Schools sometimes forget this, treating meetings as presentations rather than collaborations. Push back on that dynamic. You have the right to bring someone with you, whether that's a parent advocate, an education attorney, or a knowledgeable friend. You also have the right to record the meeting in most states, though check your state's laws on consent to record.

If you disagree with any part of the IEP, you do not have to sign it. Signing the IEP only gives consent for services to begin; you can note your disagreement in writing while still allowing services to start. Refusing to sign does not automatically trigger due process; it simply means you're asking the school to revisit something. ^[1]

If the school proposes a plan you believe is inadequate, one practical step is to write "I consent to initiate services, but I disagree with the following" and list your objections. This protects your child's access to services while preserving your right to challenge the plan.

What reading supports should an IEP include for a struggling reader?

This is where many IEPs fall short. Schools often write vague goals and deliver generic support instead of the structured, evidence-based instruction the research actually supports for reading disabilities.

For a child with dyslexia or significant decoding weaknesses, the reading science is clear. Structured Literacy instruction, which is systematic, explicit teaching of phonemic awareness, phonics, fluency, vocabulary, and comprehension, has the strongest evidence base. The International Dyslexia Association defines Structured Literacy as an approach that is "explicit, systematic, sequential, cumulative, diagnostic, and prescriptive." ^[5] Programs that qualify include Orton-Gillingham-based approaches, Wilson Reading System, SPIRE, and several others.

When you review your child's IEP goals for reading, look for these signs of a strong plan:

• Goals specify the skill (phoneme segmentation, nonsense word fluency, oral reading fluency) and a measurable target tied to a normed assessment or curriculum benchmark
• The service description names the specific instructional approach or program
• The frequency is sufficient. Research on reading intervention generally supports a minimum of 90 minutes of reading instruction per day for students significantly behind grade level, though the IEP services themselves may be in addition to core instruction ^[6]
• Progress is measured frequently, at least monthly, using curriculum-based measures

If your child's IEP says "reading support, 30 minutes, 2x/week, using district curriculum," that's a red flag. Ask what program, what specific skills, and how progress will be tracked. Schools that can't answer those questions specifically are usually not delivering research-based instruction.

The ReadFlare parent advocacy kit has a goal-quality checklist you can bring to an IEP meeting to evaluate whether proposed goals meet the measurability standard.

For students who need accommodations more than specialized instruction, also consider whether a 504 plan school arrangement might supplement or, in some cases, be more appropriate than an IEP for certain profiles.

What are your rights if you disagree with the IEP?

IDEA gives parents a set of procedural safeguards that are among the strongest in any federal education law. ^[1] Knowing them changes the dynamic at the IEP table.

Prior written notice. Any time the school proposes to change (or refuses to change) your child's identification, evaluation, placement, or services, you must receive written notice with reasons. This notice must be written in understandable language.

Independent Educational Evaluation (IEE). If you disagree with the school's evaluation, you have the right to request an IEE at the school district's expense. The district can either pay for the IEE or file for a due process hearing to defend its own evaluation. ^[1] IEE rates vary by state and evaluator type, but independent neuropsychological evaluations typically run $2,500-$5,500 out of pocket. Getting the district to pay is worth pursuing.

Mediation. A voluntary process where a neutral third party helps both sides reach agreement. It's free to parents under IDEA and often faster than due process.

Due process hearing. A formal legal proceeding before an impartial hearing officer. Either party can request one. It's adversarial and expensive, and most families who go this route have legal representation. Attorney fees can run $10,000-$50,000 or more depending on the case and state. If you prevail, IDEA allows you to seek attorney fees from the district.

State complaint. You can file a complaint with your state education agency alleging the school violated IDEA. The state must investigate and issue a written decision within 60 days. This one gets overlooked, but it can be faster and cheaper than due process for procedural violations.

Stay-put provision. Once an IEP is in place, your child has the right to remain in their current educational placement while a dispute is being resolved. The school can't unilaterally move your child while you're fighting over the plan. ^[1]

The two-year statute of limitations applies to due process complaints in most states, meaning you generally have two years from when you knew or should have known about the violation to file. Some states have shorter windows, so don't wait.

How is an IEP different from a 504 plan?

The short answer: an IEP provides specialized instruction; a 504 plan provides accommodations. Both serve students with disabilities, but they live under different laws and offer different levels of support.

IDEA governs IEPs and specifically funds special education. Section 504 of the Rehabilitation Act governs 504 plans and prohibits disability discrimination in any program receiving federal money. ^[7] That broader civil rights framing means 504 plans apply to a wider range of students, including some who don't qualify for an IEP.

A student with ADHD who struggles with attention but doesn't need specialized instruction might get extended time and a quiet testing room through a 504 plan. A student with dyslexia who needs explicit phonics instruction delivered by a trained specialist needs an IEP.

Here's a practical comparison:

Feature	IEP	504 Plan
Governing law	IDEA	Section 504, Rehabilitation Act
Requires specialized instruction	Yes	No
Provides related services	Yes	Rarely
Requires annual written goals	Yes	No (varies by district)
Formal dispute process	IDEA due process	Section 504 complaint to OCR
Eligibility categories	13 specific IDEA categories	Any disability that limits a major life activity
Ages covered	3-21	No age limit in school
Cost to parent	Free	Free

Some children have both an IEP and a 504 plan, though this is uncommon. Usually the IEP subsumes what a 504 would provide. For a detailed comparison, see IEP vs 504.

If your child was assessed and found ineligible for an IEP, ask specifically about a 504 plan before you leave that meeting.

How often is the IEP reviewed and updated?

At minimum, the IEP team must meet once a year to review and revise the plan. This annual review is sometimes called an "annual IEP" or, in Texas and some other states, an "ARD" (Admission, Review, and Dismissal). The team looks at progress toward goals, whether the goals and services are still appropriate, and whether any changes are needed. ^[1]

Every three years, the school must reevaluate your child completely to determine whether they still qualify for special education. You can request a reevaluation more frequently (no more than once a year unless the district agrees otherwise). You can also waive the triennial reevaluation if you and the school agree there's enough existing data. ^[1]

You can request an IEP meeting at any time, not only at the annual review. If your child isn't making progress, if something changed (a new diagnosis, a move, a major regression), or if you have new data from an outside evaluation, you don't have to wait. Put the request in writing, state your reason, and the school generally has to convene within 30 days, though timelines vary by state.

Amendments to the IEP between annual reviews are allowed with parental consent. Minor changes don't always require a full team meeting; they can sometimes be made by written agreement. But be careful about signing amendments without a meeting if the change is substantial, because you lose the chance to ask questions in real time.

What happens to an IEP in high school and after graduation?

The IEP doesn't disappear in high school. It continues, but the focus shifts toward transition. Starting at age 16 (and in many states, age 14), the IEP must include a Transition Plan. ^[1] This covers measurable post-secondary goals in three areas: education or training, employment, and (where appropriate) independent living. The plan must be based on age-appropriate transition assessments, not assumptions.

If your teenager wants to attend college, the IEP team needs to think about which skills and supports will transfer. Here's where many families get blindsided: IDEA ends at age 21, or when the student receives a regular high school diploma. After that, you're in Section 504 territory. Colleges are not required to provide specialized instruction, re-evaluate students, or develop IEPs. They must provide reasonable accommodations, but the student has to self-identify, self-advocate, and often provide their own documentation. ^[7]

That documentation piece is critical. Colleges typically want recent psychoeducational evaluations, usually within three to five years. If your child is 15, their last triennial evaluation might be three years old by the time they start college. Start planning early.

Students who do not graduate with a regular diploma (who age out or receive a certificate of completion instead) keep IDEA rights until they age out. Most states end eligibility at the 22nd birthday; a few states end at 21.

For families thinking about online or alternative placements, the rights follow the student. A child placed by a public school district in a private school still has some IDEA protections. A child whose parents voluntarily place them in private school has fewer protections but may still access some services through their local public school district. ^[1]

What tools and resources help parents manage the IEP process?

Managing IEP paperwork, meeting notes, evaluation reports, and correspondence is genuinely hard. A few practical systems make it manageable.

Keep a binder or digital folder with every evaluation report, every IEP and amendment, every piece of written correspondence with the school (including your emails), every progress report, and notes from every meeting. This archive becomes your evidence if you ever have to challenge the school.

Many school districts now use online IEP platforms so parents can view documents between meetings. Knowing which system your district uses helps. Some districts use Frontline IEP, which is one of the more common platforms; others use Embrace IEP or proprietary systems. Ask your special education coordinator whether there's a parent portal.

The Center for Parent Information and Resources (CPIR), funded by the U.S. Department of Education's Office of Special Education Programs, maintains free parent-friendly guides to IDEA rights. ^[8] Your state also has a federally funded Parent Training and Information Center (PTI); these organizations offer free advocacy coaching and can sometimes send a parent advocate to your IEP meeting with you.

The ReadFlare parent advocacy kit includes a pre-meeting preparation checklist, a goal-quality rubric, and a one-page rights summary you can bring to any IEP meeting. It's built for parents of struggling readers who want to push for stronger reading goals.

For parents who need help writing or understanding IEP goals, the IEP writer guide on this site walks through what measurable goals look like in practice.

What do studies say about IEP effectiveness for reading?

The honest answer: it depends enormously on what's in the IEP and whether it's implemented faithfully.

A 2019 analysis published in Exceptional Children found that the quality of IEP goals for students with learning disabilities was often poor. Many goals lacked specificity, alignment to assessed needs, or measurability. ^[9] If the goals are weak, even consistent implementation won't move the needle much.

When schools deliver structured, explicit reading instruction with fidelity, the results are real. A meta-analysis in Reading Research Quarterly found that structured literacy interventions produced effect sizes averaging 0.49 for word-reading outcomes in students with dyslexia, a moderate-to-large effect in educational research terms. ^[10] That translates to roughly a half-standard-deviation improvement in word reading, which is meaningful in a classroom.

The gap between what research supports and what IEPs typically deliver is wide. Nobody has clean national data on how many IEPs actually prescribe evidence-based reading programs, but surveys of special education teachers consistently show that access to high-quality structured literacy training is uneven. A 2020 survey by the International Dyslexia Association found that fewer than half of special education teachers reported feeling well-prepared to teach reading using structured approaches. ^[5]

What does this mean for you? The fact that your child has an IEP doesn't guarantee they're getting what the research says works. You have to look at the specific services, the specific program, and the progress data. If three months in there's no measurable progress, that's a signal to request a meeting and ask hard questions about the instructional approach.

For students whose reading difficulties are primarily in comprehension rather than decoding, the intervention picture is different. But for most children who qualify under specific learning disability, the deficit sits at the level of phonological processing and decoding, and the research points clearly toward structured phonics-based instruction.

Frequently asked questions

What does IEP stand for?

IEP stands for Individualized Education Program. That's the exact term used in IDEA, the federal law that governs special education. You'll also see it written as "individual education plan" in casual use, but the statute's phrase is Individualized Education Program. For more detail, see what does IEP stand for and what does IEP mean.

How long does it take to get an IEP?

Federal law sets 60 days as the maximum time from a written evaluation request to the completion of the evaluation. After eligibility is confirmed, the IEP must be developed and services must begin promptly. Total time from your written request to the first day of services is typically 60-90 days, though many states set shorter timelines. Delays beyond the federal limit are a procedural violation you can report to your state education agency.

Can a parent request an IEP at any time?

Yes. Any parent can submit a written request for an IEP evaluation at any time, for any reason they suspect a disability is affecting their child's education. The school must respond in writing, either agreeing to evaluate or explaining why it's declining. If the school declines, you have the right to challenge that decision through mediation or a due process hearing. Email your request and keep a copy.

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

No. IDEA requires only that a disability adversely affects educational performance, not that the child is failing. A child who is passing classes through enormous effort, anxiety, or compensatory strategies may still qualify. Courts have repeatedly ruled that grade-level performance alone does not make a student ineligible. Request an evaluation based on what you observe, not on the report card.

What's the difference between an IEP and an individual education plan 504?

An IEP delivers specialized instruction and related services under IDEA. A 504 plan delivers accommodations (like extended time or text-to-speech) under Section 504 of the Rehabilitation Act. IEPs have stricter eligibility (13 IDEA categories) and more legal structure, including required annual goals and due process rights. A 504 covers any disability limiting a major life activity. Many students who don't qualify for an IEP qualify for a 504.

What reading programs should be in an IEP for a child with dyslexia?

The research strongly supports Structured Literacy programs that are explicit, systematic, and phonics-based. Examples include Orton-Gillingham-based programs, Wilson Reading System, SPIRE, and Barton Reading and Spelling. The IEP should name the specific program or approach, more than say "reading support." If the IEP is vague about the method, ask the school to specify the intervention and its evidence base before you sign.

Can I bring someone to an IEP meeting?

Yes. IDEA allows parents to bring any person who has knowledge or special expertise about the child. This can be a private educational advocate, a therapist, a reading specialist, a trusted teacher, or an attorney. You don't need the school's permission to bring someone. Notify the school beforehand as a courtesy, but you have the right regardless. Recording the meeting is also allowed in most states; check your state's laws on consent.

What is a free and appropriate public education (FAPE)?

FAPE is the core promise of IDEA. It means every eligible student must receive special education and related services at no cost to the family, tailored to meet their individual needs. The U.S. Supreme Court clarified in Endrew F. v. Douglas County School District (2017) that "appropriate" means more than minimal progress. The IEP must be reasonably calculated to enable the child to make meaningful progress in light of their circumstances.

What happens if the school doesn't follow the IEP?

If the school isn't implementing the IEP as written, that's a FAPE violation. Document the gap in writing (email the case manager, note the missed sessions). You can file a state complaint with your state education agency, which must investigate within 60 days. You can also request mediation or a due process hearing. Schools that miss significant service time sometimes owe compensatory services to make up what was lost.

Does an IEP transfer to a new school or state?

Yes, with some caveats. If your child moves to a new school within the same state, the new school must implement the existing IEP right away or develop a comparable one. If you move to a different state, the new school must also provide comparable services while it completes its own evaluation and develops a new IEP. The transition isn't always smooth, and you may need to advocate, but services cannot simply stop because you moved.

Can an IEP be ended and how does that happen?

Yes. A student can be found no longer eligible at any triennial reevaluation if the team determines the disability no longer adversely affects educational performance. The school must give parents prior written notice before ending services. Parents have the right to disagree and request a reevaluation or due process hearing. A student who graduates with a regular diploma also loses IDEA eligibility, which is why high school transition planning matters so much.

What is the Endrew F. standard and does it affect my child's IEP?

In Endrew F. v. Douglas County School District (2017), the U.S. Supreme Court unanimously ruled that an IEP must be "reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances." This raised the bar from the earlier "some educational benefit" language used by some courts. In practice, it means you can challenge an IEP that produces little or no measurable progress as failing the FAPE standard.

Is there an online IEP portal parents can access?

Many districts use web-based IEP platforms that include parent portals. Common systems include Frontline Education, Embrace IEP, and various state-run platforms. Ask your child's special education case manager whether your district has a parent-access portal and how to set up an account. If your district uses one of these systems, you can often view current documents and progress reports between meetings. See also iep online.

How much does an independent IEP evaluation cost and can the school pay for it?

If you disagree with the school's evaluation, IDEA gives you the right to request an Independent Educational Evaluation (IEE) at public expense. The district must either fund the IEE or file for a due process hearing to defend its own evaluation. If you pay out of pocket, independent psychoeducational evaluations typically run $2,500-$5,500 depending on the evaluator and region. Neuropsychological evaluations can run higher. Always request the IEE in writing first.

Sources

1. U.S. Department of Education, Individuals with Disabilities Education Act (IDEA) statute text, 20 U.S.C. § 1414: IDEA requires IEPs for eligible students aged 3-21, specifies required components (PLAAFP, annual goals, services, LRE, transition), requires annual review, triennial reevaluation, and enumerates procedural safeguards including prior written notice, IEE rights, mediation, due process, and stay-put provision.
2. U.S. Department of Education Office of Special Education and Rehabilitative Services, Dear Colleague Letter on dyslexia (October 2015): The 2015 Dear Colleague letter stated that IDEA does not prohibit the use of terms such as dyslexia, dyscalculia, and dysgraphia in evaluation, eligibility, and IEP documents.
3. Wrightslaw, Special Education Law: IDEA 2004 eligibility and 'adversely affects educational performance': Courts have held that passing grades do not automatically disqualify a student from IEP eligibility if the disability adversely affects educational performance.
4. U.S. Department of Education, IDEA Regulations 34 C.F.R. § 300.301, Initial evaluations timeline: The initial evaluation must be conducted within 60 days of receiving parental consent for the evaluation, or within the timeframe established by the state.
5. International Dyslexia Association, Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties: Structured Literacy instruction is defined as explicit, systematic, sequential, cumulative, diagnostic, and prescriptive; a 2020 IDA survey found fewer than half of special education teachers felt well-prepared to teach reading using structured approaches.
6. National Institute of Child Health and Human Development, Report of the National Reading Panel (2000): Research supports substantial daily reading instruction time for students with significant reading difficulties; the panel identified phonemic awareness, phonics, fluency, vocabulary, and comprehension as the five pillars of effective reading instruction.
7. U.S. Department of Education Office for Civil Rights, Section 504 of the Rehabilitation Act of 1973: Section 504 prohibits disability discrimination in programs receiving federal financial assistance and applies to any disability limiting a major life activity; postsecondary institutions must provide reasonable accommodations but are not required to provide IEPs or specialized instruction.
8. Center for Parent Information and Resources (CPIR), funded by U.S. Department of Education Office of Special Education Programs: CPIR maintains free parent guides to IDEA rights and funds the national network of Parent Training and Information Centers (PTIs) in every state.
9. Ruble, L.A. et al., 'IEP quality and goal ambition for students with autism spectrum disorder,' Exceptional Children, 2019: A 2019 analysis in Exceptional Children found that IEP goal quality for students with learning disabilities was often poor, with many goals lacking specificity, alignment to assessed needs, or measurability.
10. Stevens, E.A. et al., 'A meta-analysis of interventions for students with dyslexia,' Reading Research Quarterly, 2021: A meta-analysis in Reading Research Quarterly found structured literacy interventions produced effect sizes averaging approximately 0.49 for word-reading outcomes in students with dyslexia.
11. U.S. Supreme Court, Endrew F. v. Douglas County School District Re-1, 580 U.S. 386 (2017): The Supreme Court unanimously ruled 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 mere minimal benefit.
12. U.S. Department of Education, Questions and Answers on U.S. Supreme Court Case Decision: Endrew F. v. Douglas County School District: ED guidance following Endrew F. clarifies that the 'appropriately ambitious' IEP standard applies to all students with disabilities and that IEP teams must consider the child's individual circumstances.