Project Accelerate FAQs
An IEE, or Independent Educational Evaluation, is an evaluation of your child performed by a qualified professional who is not employed by the school district. Parents may seek an IEE if they disagree with the school’s evaluation or believe it is incomplete. You can pay for an IEE yourself or ask the school district to fund it. If you request that the district pay, they must either agree and set up the IEE or initiate a due process hearing to show that their own evaluation is appropriate. Results from an IEE must be considered by the IEP team when making decisions, even if the school does not have to accept every recommendation.
LRE stands for “Least Restrictive Environment.” Under IDEA, students with disabilities must be educated with peers without disabilities to the maximum extent appropriate. This means schools should start with general education settings and add supports before considering more separate or restrictive placements. Moving a child to a more restrictive setting (such as a separate classroom or school) should only happen when their needs cannot be met, even with supports and services, in a less restrictive environment.
IDEA stands for the “Individuals with Disabilities Education Act.” It is the main federal law that gives eligible students with disabilities the right to special education services in public schools. IDEA outlines who is eligible, how evaluations and IEPs must be done, and what rights parents and students have in the process. It also sets rules for things like FAPE, least restrictive environment (LRE), and procedural safeguards so families can challenge decisions they disagree with.
Due process is a formal legal procedure families and school districts can use to resolve special education disputes. It begins with a written due process complaint and may lead to a hearing before an impartial hearing officer, similar to a court trial but in an administrative setting. Both sides can present evidence, bring witnesses, and be represented by an attorney or advocate. The hearing officer then issues a decision that can order specific actions, such as services or changes to an IEP. Due process is generally used as a last resort, after other problem-solving options like IEP meetings and mediation.
An IEP, or Individualized Education Program, is a written plan that describes the special education services a school will provide to an eligible student with a disability. It includes information about the student’s present levels of performance, annual goals, accommodations, related services, and how the school will measure and report progress. IEPs are created by a team that includes parents, educators, and other professionals, and they must be reviewed at least once a year. The IEP is a legal document, and schools are required to follow it.
FAPE stands for “Free Appropriate Public Education.” It means that public schools must provide special education and related services at no cost to families in a way that is tailored to a child’s unique needs. FAPE is guaranteed under federal law, and it applies to eligible students with disabilities from preschool through high school graduation or age-out. An “appropriate” education doesn’t mean perfect or the best possible; it means services that are reasonably calculated to help the student make meaningful progress based on their individual circumstances.
In most states, special education services end when a student either graduates with a regular high school diploma or reaches a certain age, often 21 or 22, whichever comes first. This age is sometimes called the “age of eligibility.” Some students participate in transition or post‑secondary programs through their school district after traditional 12th grade, focusing on life skills, job training, and further education support. Because rules vary by state, it’s important to check your state’s specific age limit and plan early for transition to adulthood.
You can request a special education evaluation by putting your request in writing and sending it to your child’s school principal, special education director, or case manager. In your letter or email, briefly describe your concerns, how your child is struggling, and that you are requesting an evaluation for special education services under IDEA. Once the school receives your request, they must follow timelines and either get your informed consent to evaluate or provide written notice explaining why they refuse. Keep a copy of everything you send and any responses you receive.
If you disagree with part or all of your child’s IEP, you have several options. You can request another IEP meeting to discuss your concerns, ask for changes, and bring additional information or evaluations. You can also write down specific points of disagreement and ask for them to be attached to the IEP. If you still can’t reach agreement, you may use dispute resolution options such as mediation, filing a state complaint, or requesting a due process hearing. You are not required to simply accept an IEP that you believe does not meet your child’s needs.
To file a state complaint, you submit a written, signed statement to your state education agency describing how you believe the school or district has violated special education law. Your complaint should include your child’s name, school, a description of the problem, the facts supporting your concern, and what you think should be done to resolve it. Each state has its own procedures and mailing or online submission options, which are usually listed on the state Department of Education website. After you file, the state investigates and issues a written decision within a set timeline, often around 60 days.
An IEP (Individualized Education Program) is a legally binding plan under IDEA for students who qualify for special education. It includes specialized instruction, related services (like speech or occupational therapy), accommodations, goals, and how progress will be measured. A 504 plan is a plan under Section 504 of the Rehabilitation Act for students with a disability who need accommodations but may not require specialized instruction. It focuses on removing barriers so the student can access the general education curriculum, often through supports like extra time, seating changes, or behavior supports. In short: IEP = special education plus services; 504 = access through accommodations.
- Self-paced courses & PowerPoints: Learn critical concepts in special education law and advocacy at your own pace, with clear voiceovers guiding you.
- Downloadable guides: Concise, actionable resources covering evaluations, procedural safeguards, IEPs, and classroom strategies.
Project Accelerate supports parents by providing step-by-step tools, guides, and courses to help navigate the special education system. From understanding IEPs to requesting evaluations or accommodations, we give you the confidence to act and ensure your child receives the special education services they need.
Our courses help parents review existing individualized education plans, identify gaps in services, and advocate for adjustments or additional support to ensure compliance with IDEA, Section 504, and FERPA.
No. Our special education advocacy materials are designed specifically for parents. Complex laws and procedures are explained in plain language, with practical strategies you can implement immediately.
Project Accelerate teaches parents how to recognize service gaps, document concerns, and communicate effectively with school staff. Our courses help you take concrete steps to address issues with the special education process.
Absolutely. Our courses help you confidently participate in special education meetings, advocate for your child, and ensure the school addresses your child's needs appropriately.
Our courses are accessible online, so parents across the U.S. can benefit from our expertise, no matter where they live.
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