Special Factors in IEP Development (Resources updated, July 2017) (Center for Parent Information & Resources, CPIR)


The Individuals with Disabilities Education Act (IDEA) lists five special factors that the IEP team must consider in the development, review, and revision of each child’s IEP. The discussion below will highlight the importance of these special factors in the education of children with disabilities and the need for individualized consideration of these factors in IEP development and revision. The special factors are: Behavior, Limited English proficiency, Blindness or visual impairment, Communication needs/Deafness, and Assistive technology.


ADD/ADHD Assistive Technology Autism Spectrum Disorder Behavior Communication - AT Communication/Language Deaf-Blind Developmental Delay Early Intervention Elementary Emotional Disabilities English Learners (ELs) Hearing Impairment High School Individual Family Service Plan (IFSP) Individualized Education Program (IEP) Intellectual Disabilities Learning Disability Middle School Mild/Moderate Disabilities Multiple Disabilities Orthopedic Impairment Other Health Impairment Parent/Family Preschool Speech/Language Impairment State/National Organizations Traumatic Brain Injury Vision Impairment