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Who Should Be Included in the IEP Team for a Student with Autism? 

PostedDecember 16, 2025
UpdatedDecember 16, 2025
ByMy Patient Advice
Author: Lucia Alvarez, MSc | Reviewed by: Dr. Rebecca Fernandez, MBBS

Creating an effective Individual Education Plan (IEP), or Education, Health and Care (EHC) plan in the UK, requires a team approach. For autistic students, collaboration between education, health, and family members is essential to ensure the plan meets each child’s unique learning, communication, and sensory needs. 

According to the SEND Code of Practice (2024) and NICE guidance CG170, IEPs should be developed by a multidisciplinary team, not by a single teacher or therapist, and reviewed regularly with active input from parents and the student. 

Autism assessment for children

Core Members of the IEP Team 

The IEP team should always include professionals who understand both autism and the child’s educational setting. Typical members include: 

  • Classroom Teacher: Provides insight into the student’s daily learning environment and adapts teaching strategies accordingly. 
  • Special Educational Needs Coordinator (SENCO): Oversees the IEP process, ensures interventions follow the Assess–Plan–Do–Review cycle, and liaises with local authority support. 
  • Parents or Carers: Offer first-hand understanding of the child’s strengths, triggers, and needs at home, ensuring consistency across settings. 
  • The Student: When appropriate, the child’s preferences and communication style should be represented, promoting autonomy and inclusion (DfE, 2024). 
  • Speech and Language Therapist (SLT): Assesses communication skills, recommends AAC tools (like PECS), and supports interaction strategies. 
  • Occupational Therapist (OT): Identifies sensory needs and suggests adaptations such as sensory breaks or classroom modifications (NICE CG170 recommendations). 
  • Educational Psychologist: Helps identify learning barriers, cognitive profiles, and evidence-based interventions for school inclusion. 
  • Teaching Assistant or Paraprofessional: Implements daily strategies, social communication exercises, and sensory supports under professional supervision (NHS England Autism Programme, 2025). 

Depending on individual needs, the team may also involve behaviour specialists, social workers, or community autism practitioners to ensure support extends beyond the classroom. 

Collaboration Is Key 

A 2024 study in the European Journal of Education found that IEPs developed with input from autistic students, parents, and multidisciplinary teams led to more relevant goals and higher satisfaction with the planning process. A 2024 PubMed-indexed study found that collaboration across speech, occupational, and psychological therapies with strong family involvement improved adaptability and reduced behavioural and sensory difficulties in autistic children  

Getting Professional Support 

For families seeking diagnostic clarity or additional guidance, Autism Detect offers private autism assessments for children and adults across the UK, rated “Good” by the Care Quality Commission (CQC). Their clinicians follow NICE-aligned standards and can advise on how assessment outcomes link directly with school support planning. 

Takeaway 

According to NICE and SEND guidance, the most effective IEPs for autistic students are created collaboratively, bringing together teachers, therapists, families, and the student themselves. Each member plays a vital role in translating assessment findings into meaningful, achievable goals. 

Lucia Alvarez, MSc
Lucia Alvarez, MSc
Author

Lucia Alvarez is a clinical psychologist with a Master’s in Clinical Psychology and extensive experience providing evidence-based therapy and psychological assessment to children, adolescents, and adults. Skilled in CBT, DBT, and other therapeutic interventions, she has worked in hospital, community, and residential care settings. Her expertise includes grief counseling, anxiety management, and resilience-building, with a strong focus on creating safe, supportive environments to improve mental well-being.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the author's privacy. 

Dr. Rebecca Fernandez
Dr. Rebecca Fernandez, MBBS
Reviewer

Dr. Rebecca Fernandez is a UK-trained physician with an MBBS and experience in general surgery, cardiology, internal medicine, gynecology, intensive care, and emergency medicine. She has managed critically ill patients, stabilised acute trauma cases, and provided comprehensive inpatient and outpatient care. In psychiatry, Dr. Fernandez has worked with psychotic, mood, anxiety, and substance use disorders, applying evidence-based approaches such as CBT, ACT, and mindfulness-based therapies. Her skills span patient assessment, treatment planning, and the integration of digital health solutions to support mental well-being.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the reviewer's privacy. 

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