Have the adaptive skills accommodations in your child’s intellectual disability IEP reviewed against what happens in the classroom, free.

How your IEP is reviewed

1. Start with your child’s IEP.

   Add evaluations and progress reports if you have them. The review reads every page you upload.

2. See the concern. Check the evidence.

   Each finding comes with the wording behind it and the page it came from. If a detail cannot be confirmed, your review says so.

3. Know what matters. Know what to ask.

   Every concern is explained, with why it matters and a question to bring to the school. The review contacts no one; it stays in your account.

The review is automated. It is not legal advice, and it does not replace an advocate or attorney.

What the review looks for in your child’s intellectual disability IEP

For a child with an intellectual disability, the IEP has to name the prompt level a skill is taught at and the prompt that fades before the skill counts as learned, in more than one room. An adaptive skills goal has to name the routine, the setting it must reach, and the prompt that fades before it counts as learned.

• Each accommodation named for the setting and the task it applies to, not “as needed”.34 CFR 300.320(a)(4)
• Accommodations that carry onto classroom and state tests.34 CFR 300.320(a)(6)(i)
• Every teacher and provider told the accommodation and what it asks of them, so the work samples can show it was in place.34 CFR 300.323(d)

By The Advocate Ally, checked against the rules it cites. Sources checked September 17, 2026.

• 34 CFR 300.320Definition of individualized education program
• 34 CFR 300.323When IEPs must be in effect