Question 1.

What are the special factors that the IEP team must consider when developing, reviewing, or revising my child's IEP?

Answer

These are the special factors the IEP teams must consider when developing a child's IEP:

The team must consider a child's (1) behavior problems when developing the IEP.

If a child has (2) limited English proficiency, the team must consider the child's language needs and provide services to meet these needs.

If a child is (3) blind or visually impaired, the team must decide about teaching the child to use Braille.

If a child is (4) deaf or hearing impaired or has communication problems, the IEP team must meet the child's communication and language needs.

The school is responsible for considering whether a child's needs (5) assistive technology devices and services.

Legal Resource

Wrightslaw: All About IEPs Chapter 7 - Special Factors in IEPs

Wrightslaw: Special Education Law, 2nd Edition

IDEA

20 U.S.C.§ 1414(d)(3)(B)

IDEA Regulations

34 C.F.R. §300.324(a)(2)(i)-(v)

Additional Resources

Special Factors in IEP Development

A Guide to the Individualized Educational Program - Writing the IEP: Special Factors

Federal Legal Requirements: Meeting the Communication Needs of Students with Disabilities. (2014) US DOE Guidance on the rights of students with hearing, vision, or speech disabilities. Includes a link to Frequently Asked Questions on Effective Communication for Students with Hearing, Vision, or Speech Disabilities in Public Elementary and Secondary Schools and Fact Sheet for Parents available in both English and Spanish.

State Special Education Regulations and Guidelines. You will find your specific state regulations at your State Department of Education website. Use the Wrightslaw Yellow Pages for Kids with Disabilities to locate your state site.

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