From Diagnosis to Action: Understanding Support Needs in IEPs

DJ Nicholson
Aug 26
3 min read

Let’s get right to it… if your child has a disability and is receiving supports through an IEP (or 504 Plan), their support needs are not a one-size-fits-all situation.

It's a common misconception that a diagnosis dictates what happens in the learning environment. The truth is, a child can have high support needs in one area and low support needs in another. For example, a student might need significant academic help but thrive socially and emotionally with minimal support. Another child might excel academically but require extensive support to manage their behavior and social interactions.

a boy with brown hair and a yellow shirt pointing at a visual schedule while working with an adult

So… just because Michael has an autism spectrum disorder diagnosis doesn’t mean that he needs supports A through Z! Maybe he only needs A, D, H, and P! You get the picture…

Moving Beyond the “Label”

While evaluations, diagnoses, and eligibility are important for legal and funding reasons, they don't paint the full picture of your child. The real work begins when the team looks beyond these “labels” to determine the specific, practical support your child needs every single day. A diagnosis is simply a starting point; it's the specific data from assessments that should guide the planning.

If moving beyond the "label" and finding the right supports for your child is becoming a source of stress, we're here to help! Inclusiveology takes a look at the current IEP, evaluations and assessments, and helps you get clear on the rights school supports for your child's best success. Every child can be included in learning with the right supports. Schedule a time to chat with us!

Transforming Data into Action

To create meaningful change, the IEP team must focus on turning evaluation results into concrete classroom strategies. Here are some steps for parents and educators on how to shift the focus from a label to actionable support:

Analyze the Data, Not Just the Diagnosis

Look closely at the evaluation results. Don't just see "autism spectrum disorder" or "specific learning disability." Instead, look for the specific data points that show what your child can and cannot do. For instance, if an evaluation shows your child struggles with phonemic awareness, that's a high support need in reading. The IEP should then include specific interventions and goals related to phonemic awareness. Conversely, if the assessment indicates strong math skills, this is a low support need area, and the IEP might focus on maintaining or advancing those skills with minimal intervention.

Create IEP Support "Dials"

Think of each area of need on a dial, from low to high. The team should collaboratively set the dial for different areas like academics, behavior, and social-emotional learning.

Academic Dial: Does your child need a high level of academic support, such as one-on-one instruction for reading, or a lower level, like a quiet space for test-taking?
Behavioral Dial: Is a high level of behavioral support required, like a specific behavior plan with frequent check-ins, or is a lower level, like visual schedules, sufficient?
Social-Emotional Dial: Is a high level of support necessary for social skills, like a social skills group, or is a lower level, like simple prompts to interact with peers, what's needed?

By using this model, the team can create a specific and intentional plan that addresses each area of need individually.

Set Specific, Measurable Goals

Goals should directly address the areas identified on the "dials." Instead of a vague goal like "The student will improve reading skills," a more useful goal would be, "Given a list of 20 CVC words, the student will read them with 80% accuracy in four out of five trials." This type of goal is specific and makes it clear what support is required to achieve it. It provides a clear metric for measuring progress and a pathway to real results. And… it relates directly back to the specific information that was pulled from the evaluation!

Monitor and Adjust

The IEP is a living document and can be adjusted or amended at any time. It's crucial to regularly monitor progress toward the goals. If a strategy isn't working, the team needs to be ready to adjust the "dials." This could mean increasing the support in one area or decreasing it in another as your child develops new skills. This constant fine-tuning ensures the support your child receives remains relevant and effective.