Individualized Education Programs (IEPs) in Special Education—From Intent to Acquiescence

Abstract

Evaluations of individualized education programs (IEPs) over the past decade have pointed to an inoperative IEP process and a questionable document. A three-phased review of data-based research and position papers from 1975 to 1989 reveals a history of IEP inadequacies and passive compliance. These findings are in contrast to the original intent and spirit of Public Law 94–142, the Education for All Handicapped Children Act (EAHCA). Implications for special education policy and practice have not been considered. Recommendations include a reexamination of the IEP in the context of the current special education reform debate.