Individual Education Plans (IEPs)
Getting a diagnosis can feel like the "finish line", but for most families it's really the starting point. Once you have an assessment report in hand, the next question is usually, “now what?”. One of the most practical tools available for young people attending school is an Individual Education Plan, or IEP. This guide explains what an IEP is, who an IEP may be suitable for, and how to work with your child's school to put one in place.
What is an Individual Education Plan?
An Individual Education Plan (sometimes called an Individual Learning Plan, or ILP, depending on the state and school) is a written document created by the school, in consultation with parents, that outlines specific strategies, adjustments, and goals to support a student's learning, development, and participation at school.
Unlike general or whole classroom strategies, an IEP is personalised and designed around your child's specific profile of strengths and difficulties. It's a working document, meant to be reviewed and updated as your child progresses.
Who needs an IEP?
An IEP is typically recommended for a student who has:
A diagnosed learning difficulty (such as dyslexia, dyscalculia, or dysgraphia) or additional learning needs
A disability that requires specific support
Specific, ongoing needs that general classroom differentiation isn't fully addressing
Not every child who receives a diagnosis needs a formal IEP, as some may benefit from informal adjustments. Your assessing psychologist's or health professional’s report will usually include specific recommendations which are worth discussing with your child’s school to see if an IEP if worth implementing.
In Victoria, an IEP is required in some situations such as for students in statutory out-of-home care (OOHC), Koorie studies, students receiving funding through Disability Inclusion, and students undertaking flexible learning options (FLOs). More information about can be found on the Victorian State Government Department of Education website.
What Should Be Included in an IEP?
A well-constructed IEP typically covers:
Background information - a brief summary of the student’s strengths, needs or barriers to learning, and any relevant diagnoses or relevant assessment findings
Specific learning goals - these are realistic, measurable targets, which are usually short-term and long-term
Teaching strategiesand accommodations - approaches known to work well for the student's particular profile and needs, as well as practical and reasonal adjustments to support the student’s learning and engagement
Roles and responsibilities - who is responsible for implementing and monitoring each strategy
Review dates - when the plan will next be revisited
How to Request an IEP
Designing and implementing an IEP is a collaborative process that is typically developed in consultation with the student (where appropriate), their family or caregivers, and the school. This usually occurs through a student support group (SSG) meeting, and sometimes may involve other individuals who are supporting the student at school or externally, such as relevant health professionals.
When requesting an IEP:
Start with your assessment report(s). Most reports from health professioanls (e.g., psychologists, occupational therapists, speech pathologists) include specific recommendations which can be used as the foundation for a conversation with the school.
Request a meeting with the school, ideally including the classroom teacher and a learning support coordinator if your school has one.
Bring the report(s), and be ready to talk through the key recommendations and any other ideas that you would like to raise to support your child.
Ask about the school's specific process and how they have supported students with similar needs in the past. Schools in Victoria are required to make reasonable adjustments.
Set a review date before you leave the meeting. Plans that aren't revisited tend to lose their relevance over time, and so may not be effective in meeting your child’s needs as they age and progress through school. Typically SSG meetings are held at least once every term.
Keeping an IEP Relevant and Effective
An IEP isn't a "set and forget" document. As your child moves between year levels, teachers, or schools, IEPs need to be revisited and carried forward as required. To help keep an IEP relevant and useful, consider:
Requesting at least one formal review per year, ideally at the start of a new school year.
Discuss the IEP with new teachers early, rather than waiting for problems to arise.
Flag it early if a strategy isn't working, as plans can be adjusted at any time.
When transitioning from primary school to secondary school, or between different schools, ensure that the most recent IEP is passed on to the new school and discussed as soon as possible to make sure that staff are aware of your child’s needs and strategies that have been in place to support them.
Where to Go From Here
If you haven't yet had an assessment but recognise some of these needs in your child, a comprehensive educational assessment might the first step towards support them at school. A comprehensive assessment with a psychologist can help to identify specific learing difficulties, and provide clarity on an individual’s learning profile and needs. If you are wishing to discuss your concerns further and see whether an assessment is right for your situation, get in touch with us to learn more.
→ Learn More About Our Psychological Assessments for Children, Teens, & Adults
Resources & Further Reading
Individual Education Plans (IEPs) Policy, Guidance, & Resources - Victorian State Government Department of Education
Individual Education Planning Guide (2026) - Victorian State Government Department of Education
