Individuals with Disabilities Education Act

Individuals with Disabilities Education Act (IDEA)

Six Principles of IDEA

There are six basic principles of the Individuals with Disabilities Education Act (IDEA) that help to outline the expectations of the law. Here is a brief overview and introductory information for families who are new to the Special Education process.

Learn more from Ask Resource Center

Individuals with Disabilities Education Act | U.S. Dept. of Education

Find the Individuals with Disabilities Education Act (IDEA) regulations of the law, data reporting from each state, blogs on related topics and additional resources from the US. Department of Education.

Visit the U.S. Department of Education Website

Individuals with Disabilities Education Act | CIPR

The Center for Parent Information and Resources provides summaries of the Special Education law in English and Spanish along with links to Guidance from the US. Department of Education and training materials.

Visit the CIPR Website

Free and Appropriate Public Education (FAPE)

All school-age children with disabilities who are eligible for a 504 or an Individualized Education Program (IEP) are entitled to a Free and Appropriate Public Education (FAPE). FAPE requires students with disabilities receive the services they need to benefit from their education.

Learn more from ASK Resource Center

A Comprehensive Special Education Evaluation

A comprehensive evaluation covers all areas that may be impacted by a disability. It should identify all of a student's special education and related service needs. In order for an evaluation to be comprehensive a student should be evaluated in all areas related to the disability or area of concern, referred to as performance domains.

Learn more from ASK Resource Center

ASK an Expert: Requesting a Comprehensive Evaluation Webinar

Join Mari from ASK Resource Center to discuss comprehensive evaluations. A comprehensive evaluation must be completed for each student in order to become eligible for Special Education services. A description of each of the skill areas that a student can be evaluated under will be explored along with general tips related to Special Education evaluations.

View the ASK an Expert Webinar

Re-Evaluation for Special Education Eligibility for Individuals 3 - 21

When a child has an IEP, the federal law requires IEP teams to consider reevaluating the student at least every 3 years. Parents can also request that their child be reevaluated up to once per year. This is most often helpful when there are new issues coming up at school related to the disability or the child has received a new diagnosis that may impact him or her at school.

Learn more from ASK Resource Center

Independent Educational Evaluations

In Iowa, evaluations for special education eligibility are usually done by Area Education Agency personnel, together with the educators at your child's school. However, parents have the right to other options if they believe the information described in the Educational Evaluation Report (EER) is incorrect or incomplete.

Learn more from ASK Resource Center

Contents of the IEP

Before diving into the specifics of what must be included in an IEP, it’s important to consider the “Big Picture” of the IEP—its purposes, how it serves as a blueprint for the child’s special education and related services under IDEA, and the scope of activities and settings it covers.

Lean more from CPIR

Least Restrictive Environment

One of the components of the Individuals with Disabilities Education Act (IDEA) is the expectation that students with IEP's should be educated alongside their non-disabled peers (in the General Education classroom) as much as it is appropriate, which is referred to as the Least Restrictive Environment (LRE) for that student.

Learn More from ASK Resource Center

Considering Least Restrictive Environment in Placement Decisions

Where will a student with a disability receive his or her special education and related services? IDEA requires placement in the least restrictive environment (LRE) for each child, a setting that is based on the child's IEP.

Learn More at the Parent Center Hub

Parent Participation in IEP Decision Making

Parent participation is an important part of developing a student’s Individualized Education Program (IEP). Learn about the role of parents in the IEP process.

Learn more from ASK Resource Center

ASK an Expert: Parent Participation in IEP Decision Making

This webinar presented by ASK Resource Center staff explains who is part of the IEP team, the parent’s role in IEP team decision making, and some tips for a successful meeting.

Watch the ASK an Expert Webinar

Summary of Procedural Safeguards for Parents: Talking Points for IEP Teams

This is a very brief summary of parental rights in special education.

Learn more from Iowa IDEA Information

Procedural Safeguards Manual: Rights of Parents of Students with Disabilities Ages 3-21

The rights that parents have in the Special Education process are called “Procedural Safeguards”. This document from the Iowa Department of Education describes the legal requirements that guide IEP teams and options that parents have in the Special Education process including the formal “dispute resolution” processes available help to resolve disagreements.

Visit the Iowa Department of Education Website

Prior Written Notice

Prior Written Notice (PWN) is a procedural safeguard under the Individuals with Disabilities Education Act (IDEA). It is one of the protections that parents are entitled to. PWN is a written explanation of a change the school district or Area Education Agency (AEA) wants to make or refuses to make in a child’s Individualized Education Program (IEP).

Learn more from ASK Resource Center

Sample Letter Requesting a Prior Written Notice

There are times when a school must explain, in writing, their decisions about a child’s education and the reasons for making those decisions. This written communication is called prior written notice. Sometimes, however, schools tell families decisions over the phone, in a meeting, or in a conversation. If parents want the notice in writing, they should ask the school for it. It is best to put the request it in writing (and keep a copy for their records). This document is an example letter for parents requesting written notice.

Learn more from ASK Resource Center

Comparison of Section 504 and IDEA

This chart outlines Section 504 of the Rehabilitation Act and its comparison to the Individuals with Disabilities Education Act (IDEA).

Learn more from ASK Resource Center

What is the A in FAPE? - Infographic

This infographic explains what the word “Appropriate” means in the term FAPE under special education law. It helps parents understand that an appropriate education must be tailored to their child’s unique needs, include ambitious and meaningful goals, and support real progress. The document also highlights what an inappropriate program looks like and why ongoing adjustments are important.

View the ASK Resource Center Infographic

What is the Purpose of an Appropriate Evaluation? - Infographic

This infographic explores the “Appropriate Evaluation” principle under special education law. It explains how an evaluation must be comprehensive, use multiple tools and strategies, cover all areas of suspected disability, be administered by trained professionals, and be completed in a timely manner (often within 60 days of parental consent). It also covers parent rights in requesting, reviewing, and disagreeing with evaluations.

View the ASK Resource Center Infographic

What is the A in FAPE? - Infographic

This infographic explains what the “A” in Free Appropriate Public Education (FAPE) really means — “Appropriate.” It shows how schools must provide special education and related services that match each child’s unique needs. That includes supports like therapy, accommodations, and modifications through an individualized plan (IEP or 504 Plan), all designed so a student with a disability can access meaningful learning and make progress alongside peers. It’s meant to help parents understand their child’s right to an education that is fair, tailored, and effective — not just the same for everyone, but right for them.

View the ASK Resource Center Infographic

What is the Purpose of an Appropriate Evaluation? - Infographic

This infographic explains what “appropriate evaluation” means under special education law — how schools must assess a child to decide whether they qualify for services. It walks you through what an evaluation must include: assessments in all areas of suspected disability, use of fair and unbiased testing tools, and gathering information that reflects your child’s academic, developmental, and functional needs. It also shows how the results of the evaluation are used – to determine whether a child has a disability and, if so, what supports and services are needed through an IEP. The goal: to help families understand what to expect when the school evaluates a child and why a thorough, individualized evaluation is so important.

View the ASK Resource Center Infographic