Public Awareness about Special Education and IEPs

By Sigrid Wang

Education is supposed to be fair for everyone, including students who learn in a different way because of certain disabilities or other challenges. They should be supported with relative support to meet their needs, which is called special education. One important way schools provide that support is through an IEP, short for Individualized Education Program. IEP is designed to deliver tailored instruction to students with SEN (special educational needs), guided by educational goals and strategies developed by a team of professionals in the school. [3] It is a written statement that confirms the decisions about the student’s needs and clearly outlines the support services required to help the student succeed [7].

An IEP includes detailed information about how a student is currently doing in school. This can come from many sources including classroom tests, teacher and parent observations or special evaluations [1]. Once the student’s needs are clearly understood, the IEP team works together to set yearly goals that the student can realistically work toward. These goals might focus on academics, behavior, social skills or physical development, depending on what the student needs most [1]. The IEP also lists specific short-term steps to help track progress.

IEP also plays several important roles other than a simple plan. It helps with teaching, legal protections, school planning, resource use and accountability. In inclusive schools, putting an IEP into action usually involves building a strong support team, holding regular meetings and checking how well the student is meeting their goals [8][4]. By identifying the strong and weak sides of the school or resources on the way to meet students’ needs, IEP can also be regarded as an approach to improve school’s quality during the process of evaluation [2].

Although IEP is meant to support students with special needs, many people don’t fully understand how they work or why they matter. Some parents may not know their child is eligible for an IEP or feel unsure about how to speak up in school meetings. In some cases, they might not feel confident asking questions, especially if there are language or cultural barriers [6]. There’s also the issue of stigma. They may also feel embarrassed about needing special education, which can prevent them from asking for help. Teachers who are not trained in special education may also see the IEP process as something separate from their everyday teaching. Even schools may treat IEP as paperwork instead of a real tool to guide student learning and support. This lack of awareness can lead to missed opportunities for students who would benefit from extra help. Schools may also unintentionally "create" disability by failing to adapt their systems to support diverse learners. Without better awareness, more inclusive practices, and stronger teacher preparation, IEP risks becoming underused tools instead of supporting student success [6].

Even when IEP is in place, many schools face real challenges in putting them into action. Teachers often report they haven’t received enough training, particularly when it comes to helping students prepare for life after school [5]. A study in Kuwaiti public schools also showed that even special education teachers often lack proper training on how to create, use evaluate IEP effectively [1].

To truly make IEP works and ensure all students are supported, raising public awareness is a critical first step. Many families and even some educators are still unclear about what IEP is or how it can help. That’s why schools and community organizations can play an important role by sharing clear information, maybe through workshops or social media posts in different languages. It’s also important to create a welcoming environment, where families feel respected and encouraged to take part in decisions about their child’s needs for learning. 

Additionally, teacher training should go beyond special education departments. All educators should understand how IEP works and how they can contribute to a student’s goals and further to the school or community development. Finally, we need to shift the conversation around disability and learning differences. Instead of focusing only on what a specific student struggles with, we should highlight their strengths and potential. With greater understanding and an inclusive mindset, we can build a system where every child has the chance to learn and thrive.

References

[1] Al-Shammari, Z., & Hornby, G. (2020). Special Education Teachers’ Knowledge and Experience of IEPs in the Education of Students with Special Educational Needs. International Journal of Disability, Development, and Education, 67(2), 167–181.

[2] Amado Tavares, D., João Rosa, M., & Amaral, A. (2010). Does the EUA institutional evaluation programme contribute to quality improvement? Quality Assurance in Education, 18(3), 178–190.

[3] Debbag, M. (2017). Opinions of prospective classroom teachers about their competence for individualised education program (IEP). Universal Journal of Educational Research, 5(2), 181–185.

[4] Gargiulo, R. M. (2003). Special education in contemporary society: An introduction to exceptionality. Belmont, CA: Wadsworth.

[5] Morningstar, M., & Benitez, D. T. (2013). Teacher training matters the results of a multistate survey of secondary special educators regarding transition from school to adulthood. Teacher Education and Special Education, 36(1), 51–64.

[6] Skrtic, T. M, (1987). An organizational analysis of special education reform. Counterpoint. 8(2), 15-19.

[7] Tran, L. M., Patton, J. R., & Brohammer, M. (2018). Preparing educators for developing culturally and linguistically responsive IEPs. Teacher Education and Special Education, 41(3), 229–242.

[8] Walther-Thomas, C., Korinek, L., Mclaughlin, V. L., & Williams, B. T. (2000). Collaborative for inclusive education: Developing successful programs. Boston, MA: Pearson College Division.