An IEP, or Individualized Education Program, is a written plan for a student who has been found eligible for special education under the federal Individuals with Disabilities Education Act (the IDEA). It is developed by a team that includes the child's parents, and it is reviewed and updated over time, usually at least once a year.

In general terms, an IEP describes the child's present levels of performance, sets measurable goals, and spells out the special education services, supports, and accommodations the school will provide to help the child make progress. The IEP is meant to be individualized: it is built around one particular child's needs, not a standard package.

In New York, the group responsible for a student's special education is generally called the CSE, or Committee on Special Education. It is the team that determines whether a child is eligible for special education and, if so, develops and reviews the child's IEP. The committee typically includes the child's parents, teachers, a representative of the school district, and others who know the child or can interpret evaluation results.

A CSE meeting is where that team comes together to discuss the child, look at evaluations and progress, and make decisions about eligibility, goals, and services. Parents are members of the committee, not just observers, and their input is part of the discussion. Preparing for these meetings, and knowing what to ask, can make a real difference in how they go.

An evaluation is the process the school uses to gather information about a child in order to decide whether the child has a disability and needs special education, and to understand the child's strengths and needs. Evaluations can look at many areas, such as academics, speech and language, social and emotional functioning, or other areas relevant to the child.

An independent educational evaluation, or IEE, is an evaluation conducted by a qualified examiner who is not employed by the school district. In general, the IDEA gives parents the ability to seek an IEE in certain circumstances, particularly when they disagree with the school's evaluation. An outside perspective can be valuable when there is a question about whether the school's assessment fully captured the child's needs.

The IDEA includes a set of procedural protections for parents and children, often referred to as procedural safeguards. Due process is part of those protections. In plain terms, it is a formal way to resolve certain disagreements between a family and a school district about a child's identification, evaluation, educational placement, or the services the child receives.

Due process generally begins with a written complaint and can lead to a hearing before an impartial hearing officer, where both sides present information and the officer makes a decision. Many disagreements are worked out informally or through other means before reaching that point. Because due process involves specific procedures and timelines, it is an area where families often benefit from speaking with an attorney about their particular circumstances.