Samantha Kervin just finished her first year of high school at West Shore Jr./Sr. High School. But school hasn’t always been easy for her.
Back in second grade, her teacher knew she was struggling to read. The Brevard teacher suspected she might have dyslexia, a learning disability that impacts people’s ability to read and affects about 20% of the population, according to the Yale Center for Dyslexia and Creativity.
It took until October of her third-grade year before she received accommodations through an IEP, or an Individualized Education Program.
The process of getting an IEP can be lengthy and involves many people. Here’s a look at why a student might need an IEP, and what goes into receiving one.
What is an IEP?
An IEP is a document that “guarantee(s) the necessary supports and services that are agreed upon and written” for a disabled child, according to the Florida Department of Health. It includes things like the child’s current levels of educational performance, their goals and the necessary special education and related services.
Who is eligible for an IEP?
Disabled students in pre-K through 12th grade in Florida are eligible for an IEP. These students are generally supported through the Florida’s Exceptional Student Education programs in each district, which serve students with a variety of disabilities like autism, traumatic brain injuries, speech impairments, visual impairments, language impairments, intellectual disabilities and more, according to the state Department of Education.
In Florida, 599,273 students were classified as “exceptional students” during the 2023-2024 school year, according to the Florida Department of Education. That’s about 20.48% of the 2,872,309 students enrolled in public school during the 2023-2024 school year. During the same year, Brevard had 18,541 exceptional students, which was a little over 25% of all students enrolled in public school on the Space Coast.
How does a student obtain an IEP?
Some students’ disabilities are identified and diagnosed prior to their enrollment at a school, while for others, a teacher spots that they’re struggling in a certain area.
No matter when the disability is identified, IEPs generally involve collaboration with family members and multiple people within the district, and the process of writing them can be lengthy.
The team writing the document may include the following:
- general education teachers
- a special education teacher
- someone who can interpret the results of any evaluations the child has undergone
- a representative of the school system who is familiar with special education services
- representatives from transition service agencies
- people with knowledge about the child
- anyone else invited by the parents
- the child receiving the IEP
Once an IEP has been written, it’s reviewed at least once a year. School districts may not implement changes to an IEP without consulting parents or guardians, according to Florida statute.
Finch Walker is the education reporter at FLORIDA TODAY. Contact Walker at fwalker@floridatoday.com. X: @_finchwalker.
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