What steps can be taken if there is disagreement among IEP team members regarding services for students with Autism? 

Creating an Individual Education Plan (IEP) for a student with autism often involves professionals from education, health, and social care, along with parents and the student themselves. With so many perspectives, disagreements can arise about which interventions, hours, or services best meet the child’s needs. 

UK guidance from the Department for Education (DfE) and NICE confirms that when conflicts occur, the focus must remain on evidence-based decision-making, the child’s wellbeing, and transparent communication. 

Understanding why disagreements occur 

According to the SEND Code of Practice (0–25 years), disagreements in IEP teams usually arise due to: 

• Differing professional opinions about what constitutes “sufficient” support. 

• Communication gaps between education, health, and therapy professionals. 

• Limited resources or unclear funding responsibilities. 

• Differences in family and professional expectations about progress or intervention types. 

The NHS England All-Age Autism Assessment Framework (2023) recognises that multidisciplinary working is complex, and stresses the importance of shared records, clear meeting structures, and joint decision protocols to prevent conflict escalation. 

1. Return to the child’s assessed needs and evidence base 

The first step in resolving disagreement is to refocus on the student’s assessed needs. NICE guidance for autism in under-19s recommends that care and education planning always link interventions to assessed functional goals, such as communication, sensory regulation, or social interaction. 

If conflict arises, professionals should revisit: 

• Assessment reports (from educational psychology, speech and language therapy, occupational therapy). 

• Evidence of what’s working and what’s not, using the DfE’s “Assess–Plan–Do–Review” cycle. 

• The child and family’s priorities, as identified during IEP meetings. 

This evidence-first approach ensures discussions are anchored in the child’s progress and outcomes, rather than professional preferences. 

2. Use structured communication and meeting protocols 

Many IEP conflicts occur when communication lacks structure. The DfE’s SEND Code of Practice recommends multi-agency review meetings with clear agendas, time limits, and documented actions. Each participant should know: 

• What decisions are being made. 

• Who is responsible for implementation. 

• How disagreements will be recorded and followed up. 

A 2025 study in the Journal of Interprofessional Care found that regular, well-chaired meetings with defined accountability reduced tensions and improved satisfaction among educators, clinicians, and families. 

Structured facilitation is key: a SENCO, educational psychologist, or local authority representative can often act as a neutral moderator to help balance perspectives. 

3. Revisit communication and inclusion principles 

NHS and NICE emphasise that disagreements often arise when one or more voices are not heard. The NHS framework on culturally competent care and the DfE SEND and Alternative Provision Improvement Plan (2024) both encourage inclusive, family-led approaches. 

If a disagreement persists, the following steps help to realign discussion: 

• Ensure interpreters or advocates are available for families who need support understanding technical terms. 

• Use plain-language summaries of assessments and recommendations. 

• Invite the child or young person’s perspective, their lived experience can provide clarity on what feels supportive or overwhelming. 

The goal is not consensus for its own sake, but clarity and collaboration around the child’s best interests. 

4. Seek informal resolution first 

Most disagreements can be resolved informally if addressed early and constructively. According to the DfE, schools and local authorities should encourage staff and families to raise concerns promptly and respectfully before they escalate. 

Practical informal options include: 

• Scheduling a follow-up IEP meeting with an independent facilitator (e.g., SENCO, local authority SEND officer). 

• Clarifying written documentation, misunderstandings often stem from ambiguous phrasing or outdated assessments. 

• Reviewing NICE-aligned recommendations to verify whether the proposed interventions are evidence-based. 

Keeping notes of these discussions ensures transparency and accountability. 

5. Access formal dispute resolution or mediation 

If disagreement continues, formal processes are available under UK SEND law. 
According to the SEND Code of Practice (Sections 11.1–11.3), parents, carers, or young people can request independent disagreement resolution or mediation. 

This process: 

• Is provided free of charge by local authorities. 

• Uses trained, impartial mediators who help parties explore solutions collaboratively. 

• Must be offered before any formal appeal to the SEND Tribunal. 

The DfE’s SEND Disagreement Resolution Service guidance states that mediation does not replace professional decision-making but ensures that all perspectives are formally considered and recorded. 

6. Escalate to SEND Tribunal only as a last resort 

When disagreements cannot be resolved through mediation, families have the right to appeal decisions about Education, Health and Care Plans (EHCPs), including the type or amount of provision. Appeals are heard by the First-tier Tribunal (Special Educational Needs and Disability), an independent judicial body. 

NHS England and local authority professionals are expected to provide evidence for their recommendations, while parents can submit independent expert reports. 
Tribunals aim to resolve matters quickly and, in the child’s best interest, ensuring compliance with both the Children and Families Act 2014 and the Equality Act 2010. 

It’s essential that families are supported through this process, via SENDIASS (Special Educational Needs and Disabilities Information, Advice and Support Services) or other advocacy providers listed by the local authority. 

7. Strengthen future collaboration 

After resolution, IEP teams should reflect on lessons learned. NHS England’s Operational Guidance for Autism Pathways recommends post-resolution reviews to identify communication gaps or procedural issues that could be improved (NHS Operational Guidance, 2023). 

Teams can: 

• Develop joint protocols outlining how to handle future disagreements. 

• Create shared digital IEP records to improve transparency. 

• Hold brief reflective meetings after complex cases to strengthen relationships. 

Embedding this learning culture reduces future conflict and promotes trust. 

Takeaway 

Disagreements in IEP teams are not signs of failure; they are opportunities for professionals and families to refine how they work together. By grounding decisions in evidence, maintaining transparent communication, and using structured dispute-resolution pathways, schools can ensure that every autistic student receives the support they are entitled to. 

For families seeking guidance on autism identification, assessment, or collaborative planning in the UK, visit Autism Detect for accessible information and trusted resources.