6 Misconceptions About IEP Eligibility
Many parents believe their kid should easily qualify for an Individualized Education Program (IEP), only to find that the eligibility criteria aren’t quite so straightforward. While factors such as poor grades, a diagnosed learning disorder, or developmental delays can support IEP eligibility, they aren’t enough on their own to automatically qualify.
Before requesting an IEP for your student, check out these 6 common misconceptions about IEP eligibility:
“A diagnosis demands an IEP.”
Many parents believe that a diagnosis of dyslexia, dyscalculia, or other learning disorders will automatically qualify their student for an IEP. According to the Individuals with Disabilities Education Act (IDEA), however, a diagnosis alone is not enough. An evaluator must also identify and explain how the diagnosis specifically impairs the student’s ability to learn. Otherwise, they will not meet the necessary criteria.
2. “Academic performance is the same as educational performance.”
While “academic” and “educational” may sound synonymous, they have different definitions under IDEA, and only one can qualify a student for an IEP. According to IDEA, “academic performance” refers only to a student’s grades and test scores, whereas “educational performance” refers to a more comprehensive view of a student’s holistic experience, including their social and emotional functioning, communication skills, and developmental progress in addition to grades and test scores.
Poor grades alone are enough to prove that the student has impaired academic performance, but more information is required to prove the student has impaired educational performance; for this reason, poor grades alone are not enough to qualify a student for an IEP. To qualify, the student must have a diagnosed disorder with documentation of how it impairs their ability to learn.
3. “Autism is an automatic IEP.”
Because Autism has a significant impact on a student’s nonverbal communication, social skills, processing, and learning style, many parents believe their student should automatically qualify for an IEP after receiving a diagnosis. However, many students with autism have exceptionally high IQs and will only qualify for an IEP if a qualified evaluator can demonstrate how the student’s autism impairs their ability to learn. Impairments in growth or development related to peer relationships, social skills, externalized behaviors, and other ASD related needs can qualify a student even when grades are not adversely impacted in any way.
4. “Behavioral disorders warrant an IEP.”
It’s common for some students to struggle with behavioral expectations in the classroom. This can manifest as refusing to do classwork, throwing objects, bullying students, or frequently talking out of turn. These behaviors can impede their ability to meet the academic standards of their grade level.
However, even severe behavioral issues do not warrant an IEP on their own. Disabilities like Oppositional Defiant Disorder or bipolar disorder must be diagnosed before an IEP can be secured, and the evaluator must provide documentation showing how the diagnosis impairs the student’s ability to learn.
In many cases, it is easier for a student with behavioral disorders to qualify for a 504 plan, because of the associated requirements. If a student only needs accommodations, then a medical diagnosis can be enough to secure a 504 plan. However, if a student’s needs cannot be supported with accommodations alone (such as requiring speech/language therapies, specialized instruction, etc.) then an IEP may be necessary, as well as the additional steps that are needed to secure one.
5. Emotional & social emotional disorder diagnoses = IEP”
Making friends, bonding with teachers, and feeling safe and emotionally regulated are important factors in a student’s learning experience. However, if a student’s challenges appear to be mostly emotional or social in nature, it can be difficult to qualify for an IEP even if they have a diagnosis. For example, a student diagnosed with major depression may struggle to focus in class or connect with their teachers and peers.
In some cases, a student with an emotional impairment may need outpatient services as opposed to school-based services or accommodations. In other cases, when a mental health condition is severe enough to hinder school engagement due to avoidance, substance use, or suicidal ideation, then an IEP may be warranted under Other Healthy Impairment (OHI) or Emotional Disturbance ED.
6. “The school has no motives to turn an IEP down.”
Many schools face challenges that can make them hesitant to approve IEP requests, even when they’re clearly warranted. Limitations in funding, qualified staff, and special education resources make it difficult for some schools to fulfill IEP plans. Fears over legal compliance can also cause schools to be wary of granting IEPs.
In some cases, requirements for Least Restrictive Environment (LRE) are used to deny an IEP, as LRE states that students should earn alongside general education peers whenever possible. While parents never intend to insult or attack teachers when trying to secure special education, saying their student needs special education can sometimes be perceived as an admission that general education teachers are not doing adequate work.
It’s important for parents to be aware of these biases and their children’s rights, so they can advocate for their child’s IEP if they are denied for what seems to be an invalid reason. It is common for parents to have to seek an Independent Educational Evaluation to justify an IEP approval after being denied by their school.
Do you disagree with your child’s school about their IEP eligibility? Schedule your consultation to learn about our psychological testing services.
Still Unclear? Variations Can Help
Our diagnosticians can explain the full process and clear up any confusion you may have about IEP eligibility. In cases where you disagree with your student’s school on an IEP decision, we can conduct Independent Educational Evaluations to help you make the case for your kid’s best options.
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References:
Key Definitions in IDEA | A Reference List. (2017). Center for Parent Information & Resources. Retrieved from https://www.parentcenterhub.org/wp-content/uploads/repo_items/brief-fape-reference-list.pdf
Lee, A. (n.d.). 10 smart responses for when the school cuts or denies services. Understood. Retrieved from https://www.understood.org/en/articles/10-smart-responses-for-when-the-school-cuts-or-denies-services
Maguire, C. (2022). What to Do When the School Wants to Remove IEP Services. tulsakids. Retrieved from https://www.tulsakids.com/what-to-do-when-the-school-wants-to-remove-iep-services/
Rawe, J. (2024). How to get a 504 plan for your child. Understood. Retrieved from https://www.understood.org/en/articles/get-504-plan-for-your-child
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Shinn, M.M. (2020). 8 Ways Bipolar Impacts a Teen’s Education. Psychologically Speaking. [Variations Psychology blog post]. Retrieved from https://www.variationspsychology.com/blogs/8-ways-bipolar-impacts-a-teens-education
Shinn, M.M. (2021). 10 Early Signs of Autism in Toddlers. Psychologically Speaking. [Variations Psychology blog post]. Retrieved from https://www.variationspsychology.com/blogs/10-early-signs-of-autism-in-toddlers
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Shinn. M.M. (2022). Does My Kid Qualify for an IEP Under “Other Health Impairment (OHI)”? Psychologically Speaking. [Variations Psychology blog post]. Retrieved from www.variationspsychology.com/blogs/does-my-kid-qualify-for-an-iep-under-other-health-impairment-ohi
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Shinn, M.M. (2022). My Kid Has an Emotional Disability – Can They Qualify For an IEP? Psychologically Speaking. [Variations Psychology blog post]. Retrieved from www.variationspsychology.com/blogs/my-kid-has-an-emotional-disability-can-they-qualify-for-an-iep
Shinn, M.M. (2019). My Kid is So Defiant! Is it My Fault? Psychologically Speaking. [Variations Psychology blog post]. Retrieved from https://www.variationspsychology.com/blogs/my-kid-is-so-defiant-is-it-my-fault
Shinn. M.M. (2022). Understanding Least Restrictive Environment (LRE): A Parent’s Guide to Educational Placements. Psychologically Speaking. [Variations Psychology blog post]. Retrieved from https://www.variationspsychology.com/test-blog/understanding-least-restrictive-environment-lre-a-parents-guide-to-educational-placements
How to Cite This Blog Article:
Shinn. M.M. (2026). 6 Misconceptions About IEP Eligibility. Psychologically Speaking. [Variations Psychology blog post]. Retrieved from https://www.variationspsychology.com/blogs/6%20Misconceptions%20About%20IEP%20Eligibility