Abstract
The individualized education program (IEP) was the primary component of Part B of the Education forAll Handicapped Children Act of 1975. Through the Individuals with Disabilities Education ImprovementAct (IDEA 2004), the IEP has continued to direct the educational needs, goals and objectives,placement, evaluation criteria, present levels of educational performance, and duration of programmingmodifications for students receiving special education services (Drasgow, Yell, & Robinson, 2001; 20U.S.C. § 1400). The IEP functions as the blueprint for services to be provided for students, as IEPregulations identify meeting dates, parental and student consent and accountability, as well asresponsibilities of educational agencies (Huefner, 2000).
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