An independent review of your child’s IEP (Individualized Education Program) or FIE (Full Individual Evaluation) is essential for identifying gaps that may exist in the school’s evaluation process or the services provided. Schools are responsible for identifying and addressing all areas of a child’s disability under the Individuals with Disabilities Education Act (IDEA). However, due to resource limitations, lack of expertise, or time constraints, schools may unintentionally overlook critical aspects of your child’s needs.
Here’s how an independent review can uncover these gaps and why this process is so important:
1. Incomplete or Narrow Assessments
Schools are required to evaluate children in all areas of suspected disability, including academic, cognitive, social-emotional, behavioral, speech and language, motor skills, and sensory processing. However, sometimes evaluations focus only on the most obvious challenges, leaving other areas unaddressed.
For example:
- A child struggling with reading might be tested only for dyslexia, while underlying issues like ADHD or executive functioning deficits go unnoticed.
- A child who shows behavioral concerns might receive a Functional Behavior Assessment (FBA), but the evaluation may miss sensory processing issues or anxiety that are contributing to those behaviors.
An independent review ensures that all areas of need are identified and assessed thoroughly. If gaps are found, the reviewer can recommend additional assessments to provide a more complete picture of your child’s strengths and challenges.
2. Inadequate Goals and Benchmarks
The IEP should include measurable annual goals that address the child’s unique needs. However, many IEPs contain vague, overly broad, or insufficiently ambitious goals. For instance:
- A goal like “John will improve reading skills” is too general and doesn’t specify what skills will be improved, how progress will be measured, or within what timeframe.
- Benchmarks may not be broken down into smaller, achievable steps, making it harder to track progress and adjust interventions as needed.
An independent review evaluates whether the goals and benchmarks are aligned with your child’s present levels of performance and whether they are specific, measurable, attainable, relevant, and time-bound (SMART).
3. Overlooked Related Services
Related services such as speech therapy, occupational therapy, counseling, and assistive technology are often critical for supporting a child’s learning. However, schools may unintentionally overlook these supports, either by failing to include them in the IEP or by underestimating the frequency or intensity required.
For example:
- A child with fine motor challenges may need occupational therapy to improve handwriting and classroom participation, but this may not be addressed in the evaluation.
- A child with communication difficulties may benefit from a speech-language device, but the need for assistive technology may not have been explored.
An independent review can identify whether related services have been adequately evaluated and included in the IEP, and it can recommend additional supports if necessary.
4. Insufficient Accommodations and Modifications
Accommodations (changes in how a student learns) and modifications (changes in what a student learns) are vital for ensuring equitable access to education. Unfortunately, these supports are sometimes generic, insufficient, or mismatched to the child’s actual needs.
For example:
- A child with ADHD may need extended time for tests, but the IEP might only include preferential seating, which doesn’t fully address their executive functioning challenges.
- A child with a sensory processing disorder might need frequent movement breaks or a quiet workspace, but these accommodations may be absent from the IEP.
An independent reviewer will assess whether the accommodations and modifications are appropriate and tailored to your child’s specific needs.
5. Unmet Behavioral and Social-Emotional Needs
Behavioral and social-emotional issues can significantly impact a child’s ability to succeed in school. While schools may conduct a Functional Behavior Assessment (FBA) to address behavior challenges, the resulting Behavior Intervention Plan (BIP) may lack specificity or fail to address the root causes of the behavior.
For example:
- A BIP may include consequences for inappropriate behaviors without identifying proactive strategies or supports to prevent those behaviors.
- Social-emotional goals may not be included in the IEP, even though a child with anxiety or emotional regulation difficulties may benefit from explicit skill-building in these areas.
An independent review can identify whether behavioral supports are sufficient, evidence-based, and aligned with your child’s needs.
6. Transition Planning Oversights
For students aged 14 and older (or younger, if appropriate), the IEP must include a transition plan to prepare them for life after high school. However, transition plans are often generic or incomplete, failing to address important areas like vocational training, independent living skills, or self-advocacy.
An independent review can ensure the transition plan is robust, individualized, and focused on helping your child achieve their postsecondary goals.
Final Thoughts
An independent IEP/FIE review provides parents with a clear understanding of whether their child’s needs are being fully addressed by the school. By identifying gaps in evaluations, goals, services, and supports, this process empowers parents to advocate effectively for changes that will ensure their child receives the Free Appropriate Public Education (FAPE) they are entitled to under IDEA.
When it comes to your child’s education, thoroughness matters. An independent review is not just about finding faults—it’s about ensuring your child’s unique potential is fully supported and that they have every opportunity to thrive.