IEPs for Autism in NH Schools

If your child with autism attends school in New Hampshire, understanding the Individualized Education Program (IEP) process is crucial for ensuring they receive appropriate support and services. As parents, you are your child's most important advocate. This comprehensive guide will help you navigate New Hampshire's special education system with confidence.

Expert Insight from Jennifer Harbour, M.S., BCBA

"Having sat in countless IEP meetings alongside families, I know how intimidating the process can feel," shares Jennifer Harbour, Clinical Director at Buzz ABA with expertise in Early Childhood Development and Special Education. "But remember—you are an equal member of the IEP team, and you know your child better than anyone. Your voice matters, your concerns are valid, and you have every right to advocate for the services your child needs."

Understanding Special Education Rights in New Hampshire

In New Hampshire, children with autism are entitled to a Free Appropriate Public Education (FAPE) under both federal law (IDEA - Individuals with Disabilities Education Act) and NH state regulations (NH Ed 1100 rules).

Your child's rights include:

Free and appropriate public education in the least restrictive environment
Evaluation and identification of special education needs
An Individualized Education Program (IEP) tailored to their unique needs
Related services (speech therapy, occupational therapy, counseling, etc.)
Parent participation in all IEP decisions
Progress monitoring and regular reporting
Dispute resolution options if you disagree with the school's decisions

What is an IEP?

An Individualized Education Program (IEP) is a legally binding document that outlines:

Your child's current performance levels
Annual goals for academic and functional skills
Special education services and supports your child will receive
Accommodations and modifications in the classroom
How progress will be measured and reported
Participation in state and district assessments
Transition planning (starting at age 14 in NH)

For children with autism, IEPs often include goals for communication, social skills, behavior management, sensory needs, and academic learning.

The IEP Process in NH Schools: Step by Step

Step 1: Referral for Special Education Evaluation

The IEP process begins with a referral. This can be initiated by:

Parents (you can request an evaluation in writing at any time)
Teachers who notice learning or behavioral challenges
Physicians or outside therapists
Pre-school programs when transitioning to kindergarten

Important: In New Hampshire, schools must respond to parent requests for evaluation within a reasonable timeframe. If your child already has an autism diagnosis from a medical provider, share that documentation with the school.

Step 2: Consent and Evaluation

Once a referral is made, the school will:

Send you a Prior Written Notice explaining the evaluation
Request your consent to evaluate
Conduct comprehensive evaluations (educational, psychological, speech/language, occupational therapy, etc.)
Complete the evaluation within 60 calendar days in NH

For students with autism, evaluations should assess communication, social skills, behavior, sensory processing, and academic abilities.

Step 3: Eligibility Determination

After evaluations, the IEP team meets to determine if your child is eligible for special education under one or more disability categories. Children with autism typically qualify under:

Autism Spectrum Disorder (primary category)
Sometimes additional categories like Speech/Language Impairment or Other Health Impairment

Eligibility requires that the disability adversely affects educational performance and that your child needs special education services to make progress.

Step 4: IEP Development

If eligible, the team develops the IEP document. In New Hampshire, this must happen within 30 days of the eligibility determination. The IEP team includes:

Parents (YOU - your input is essential!)
General education teacher
Special education teacher
School district representative who can commit resources
Person who can interpret evaluation results
Your child (when appropriate)
Others you or the school invite (ABA therapists, advocates, etc.)

Step 5: IEP Implementation

Once you consent to the IEP, services must begin as soon as possible. Schools in NH must implement the IEP as written.

Step 6: Annual Review and Reevaluation

IEPs must be reviewed at least once per year, and students must be reevaluated every three years (or sooner if you or the school request it).

Key Components of an Effective IEP for Autism

1. Present Levels of Academic Achievement and Functional Performance (PLAAFP)

This section describes your child's current abilities and challenges. For students with autism, it should address:

Academic skills in reading, writing, math
Communication and language abilities
Social skills and peer interactions
Behavior and emotional regulation
Sensory processing needs
Daily living and self-help skills
Strengths and interests

2. Measurable Annual Goals

Goals should be SMART: Specific, Measurable, Achievable, Relevant, and Time-bound. Examples for students with autism:

Communication: "By June 2026, [Student] will independently request desired items or activities using 3-4 word sentences in 8 out of 10 opportunities across school settings."
Social Skills: "By June 2026, [Student] will initiate appropriate peer interactions during recess at least 5 times per week, as measured by teacher observation."
Academic: "By June 2026, [Student] will read grade-level passages and answer comprehension questions with 80% accuracy on 4 out of 5 trials."
Behavior: "By June 2026, [Student] will use taught coping strategies when frustrated instead of engaging in disruptive behavior in 80% of observed instances."

3. Special Education Services and Supports

The IEP must specify exactly what services your child will receive:

Type of service (special education instruction, speech therapy, OT, counseling, etc.)
Frequency (how many times per week/month)
Duration (how long each session lasts)
Location (general ed classroom, resource room, separate setting)
Start date for services

4. Accommodations and Modifications

Accommodations change HOW your child learns without changing WHAT they learn. Common accommodations for autism:

Extended time on tests and assignments
Preferential seating (away from distractions, near supportive peers)
Visual schedules and timers
Sensory breaks
Use of assistive technology (communication devices, keyboards)
Modified assignments (fewer problems, simplified directions)
Quiet testing environment
Access to sensory tools (fidgets, noise-canceling headphones)

5. Behavioral Support (if needed)

If your child's behavior impedes their learning or others', the IEP must address this. This might include:

Functional Behavior Assessment (FBA)
Behavior Intervention Plan (BIP)
Positive behavioral supports and strategies
Social-emotional learning goals
Crisis intervention procedures

Your Rights as a Parent in NH

Under both federal and NH law, you have important rights:

Right to participate as an equal member of the IEP team
Right to request an IEP meeting at any time
Right to bring advocates, therapists, or experts to IEP meetings
Right to review your child's educational records
Right to Prior Written Notice before any changes to your child's program
Right to consent (or refuse consent) to proposed changes
Right to request independent educational evaluations
Right to mediation or due process if you disagree with the school

Tips for Effective IEP Advocacy in NH Schools

1. Prepare for IEP Meetings

Review your child's progress reports and data before meetings
Make a list of concerns, questions, and desired goals
Bring your own data from home or outside therapies
Ask for a draft IEP before the meeting if possible (though schools aren't required to provide this)
Bring someone for support (partner, friend, advocate, ABA therapist)

2. Document Everything

Keep copies of all IEPs, evaluations, and school correspondence
Take notes during IEP meetings
Follow up verbal conversations with emails to create a paper trail
Track your child's progress on IEP goals at home

3. Build Positive Relationships with School Staff

While advocacy sometimes requires firmness, maintaining respectful relationships with teachers and administrators helps your child. Remember that most educators genuinely want to help - they may just need your input and collaboration.

4. Know When to Bring in Outside Support

Consider bringing an advocate or consultant if:

You feel overwhelmed by the process
The school is denying services you believe your child needs
You're not sure if the proposed IEP is appropriate
There's conflict with the school team

Common IEP Challenges for Students with Autism in NH

Challenge 1: Insufficient Hours of Services

Solution: Bring data showing your child's needs. Outside evaluation results, progress reports from ABA therapy, and input from medical providers can support requests for additional services.

Challenge 2: Vague or Unmeasurable Goals

Solution: Request specific, measurable goals. Instead of "[Student] will improve social skills," push for "[Student] will initiate conversations with peers during lunch 3 times per week by March 2026."

Challenge 3: Lack of Autism-Specific Training for Staff

Solution: Ask what training staff has received in autism and evidence-based practices. Request that staff working with your child receive autism-specific professional development.

Challenge 4: Inadequate Communication Between School and Outside Providers

Solution: Sign releases allowing your ABA therapist (like Buzz ABA) to communicate with school staff. Regular collaboration ensures consistency across settings.

How ABA Therapy Supports School Success

If your child receives ABA therapy outside school (in-home or at a clinic like Buzz ABA in Concord), this can significantly support their school performance:

ABA therapists can work on IEP goals during therapy sessions
BCBAs can attend IEP meetings (with your permission) to provide clinical insights
We can share data and strategies with school teams
ABA therapy builds skills that generalize to school settings
Parent training helps you advocate more effectively

At Buzz ABA, we regularly collaborate with Concord School District, Manchester School District, and other NH schools to support our students' educational success.

Resources for NH Parents

Parent Information Center (NH PTI): 603-224-7005 | nhparentcenter.org - Free support for NH parents navigating special education
Disability Rights Center - NH: 603-228-0432 | drcnh.org - Legal advocacy for students with disabilities
NH Department of Education Special Education: 603-271-6693 | Oversees special education in NH
NH Family Voices: 603-271-4525 | nhfv.org - Family-to-family support
Granite State Developmental Disabilities Council: 603-271-3236 - Advocacy and resources

Start Your Child's Journey Today

Buzz ABA provides comprehensive, evidence-based ABA therapy in Concord, Manchester, Nashua, and surrounding NH communities. Our neurodiversity-affirming approach helps children thrive.

Schedule Free Consultation