The IEP takes into account the results of the assessment while developing a plan for the future. The evaluation results include not only behavioral observations but also socio-cultural background. If the student has a physical disability, the IEP might address the need for specialized technologies or classroom adaptations. On the other hand, if the student has a learning disability, the IEP might include recommendations for lesson adaptation. The IEP is developed in accordance with the principle that the child will thrive in the least restrictive environment (LRE). A learning environment must be coordinated to meet the needs of the student. If the mainstream classroom at the child's standard school can provide the LRE, then the child will be mainstreamed with some lesson adaptations to suit the child's strengths. However, some students will require special education services in alternative school or classroom settings. The IEP is tailor made and there is no one size fits all approach.

During the special education process, the student depends on a thorough support system. The support system must extend beyond the school doors into the community and home environment. Parents and other family members are usually the first and most reliable support system. When the family presents challenges to the special education process, the school administrators...

Problems arise during the teaming process when parents' desires clash with professionals' best practices, or when educators and administrators are not paying adequate attention to the parents' concerns.
Parents are requested and expected to be a part of their child's special education -- from the pre-referral to the IEP stage. In conjunction with special education professionals, representatives from the school board, administrators, and teachers, parents must be able to offer input about the child's learning habits at home. The parents may be requested to provide special tools or technologies at home and in some cases are eligible for funding to do so. In some cases, parents may require support for themselves. Parents who do not speak English may require a translator, for example. The translator ensures that parents understand each step of the special education process and are welcome to participate in it.

References

"Special Education in New York State for Children: Age 3-21." Retrieved online: http://www.p12.nysed.gov/specialed/publications/policy/parentguide.htm#InRef

Stump, C. (n.d.). Before Special Ed: How Pre-Referral Works. Retrieved online: http://www.greatschools.org/special-education/LD-ADHD/pre-referral.gs?content=517

United States Department of Education (2007). A Guide to the Individualized Education Program. Retrieved online http://www2.ed.gov/parents/needs/speced/iepguide/index.html