有几个阶段可以确定一个孩子是否有学习障碍，需要特殊的服务。第一阶段注意到学生是否在一个或多个学科领域有困难。下一步是评估孩子的怀疑残疾区域，但在此之前，学校必须得到父母的许可才能评估孩子。该资格是由一群合格的专业人士与家长决定，以确定该孩子是否在IDEA中定义了残疾。如果孩子符合条件，IEP小组将在学生被确认为残疾的30天内召开会议，讨论和编写残疾儿童的IEP。 IEP小组会议举行，IEP由IEP小组所有成员协作编写。 （美国教育部，2001年2月20日）然后为学生提供服务。在年底，测量进度并审查IEP。这个过程发生后，每三年重新评估学生。根据法律，某些人必须参与写一个孩子的个人教育计划。家长必须参与，因为他们知道自己的孩子和他们的孩子可能需要什么。普通教育教师，如果学生在白天的某个时间被主流化为正规教室，那么他们就是团队的需要，因为他们知道学生的一般课程。他们也知道如何处理有行为问题的学生。 IEP小组的下一个成员应该是特殊教育教师。这个人将能够贡献他们的知识，如何修改一般课程和测试，以帮助特殊需要的孩子学习和展示他们学到了什么。特殊教育教师也有责任教育学生并实施IEP过程。参与IEP小组的人员是能够解释评估结果的个人，代表学校系统，具有关于孩子的特殊专业知识的个人，过渡服务机构的代表和正在为IEP编写的学生。
There are stages to figure out whether or not a child has a learning disability and need special services. The first stage is noticing if a student is having difficulty in one or more subject areas. The next step is to evaluate the child's suspected disability area, but before this can take place the school must receive permission from the parents to evaluate the child. The eligibility is decided by a group of qualified professionals along with the parent to determine if the child has a disability defined in IDEA. If the child is found eligible, the IEP team will meet to discuss and write and IEP for the disabled child within 30 days of the student being identified as disabled. The IEP team meeting is held and the IEP is written in collaborative efforts from all members of the IEP team. (U.S. Department of Education, 20, Feb, 2001) Services are then provided for the student. At the end of the year, progress is measured and the IEP is reviewed. After this process takes place, every three years the student is reevaluated. By law certain individuals must be involved in the writing of a child's Individual Education Program. Parents must be involved because they know their child and what their child may need. Regular education teachers, if the student will be mainstreamed into regular classrooms some time during the day, are a need on the team, because they know the general curriculum of the student. They also have knowledge of how to handle students with behavior problems. The next member of the IEP team should be a special education teacher. This person will be able to contribute their knowledge in how to modify general curriculum and testing to help the special needs child learn and show what they have learned. The special education teacher also has the responsibility to teach the student and carry out the IEP process. The individuals involved in the IEP team are individual who can interpret evaluations result's, represent the school system, individuals with knowledge of special expertise about the child's, representatives from transitional service agencies and the student who the IEP is being written for.