An individualized education program (IEP) is a legally binding document that explicitly describes how students with disabilities accesses free and appropriate public education (FAPE). Federal law mandates IEPs be collaboratively designed by constituents and comprised of distinct components and procedures intended to maximize the educational potential of all students with disabilities. However, existing research indicates that the practical implementation of the IEP process can vary widely. This mixed methods study (a) investigated the degree to which the development of instructional programs for students with disabilities attending a rural school district aligned with legal mandates and recommended practices for IEPs and (b) analyzed perceptions of students, teachers, and caregivers regarding their unique participation in the IEP process. We discuss the practical implications of these findings for the provision of special education services in rural districts and the role of students and families in evaluating special education programming.
Hott et al. (2026) studied this question.