首先，IEPs应该让学校里的每个人都知道孩子特殊教育需求的存在和性质。如果需求不明显，这一点尤其重要。例如，许多有学习障碍的儿童可能在几年的学校教育后才被发现。这往往会归咎于一些其他的条件，如孩子的懒惰或家庭问题，直到最终确定了教育的需要。然后，孩子失去动力，在发展基本技能方面落后，因为这些技能与他的残疾有关。落后和经历学习困难的学生往往无法充分参与课堂，在学校社区和某些情况下在一般同龄人中被剥夺了权利。iep允许孩子的特殊教育需要在他的学习社区中进行交流，提供住宿，并让孩子保持与同龄人和学术工作的接触。IEPs还为每个负责孩子学习的人提供一致的指导。在使用IEPs之前，SEN儿童通常每年都会被重新识别和发现，教师们反复研究如何满足儿童的需求，而不是从上一年的教师那里传递信息(Jones 2004)。同样，并不是学校里所有与森的孩子互动的工作人员都知道这个孩子的情况，阻止他的需求得到满足。在使用IEPs之前，父母和孩子也没有像现在这样参与其中，而IEPs是他们的保证输入(Jones 2004)。IEPs记录了儿童的具体需求，并提供了一种方法，使许多利益攸关方参与到儿童的教育经历中来。
First, IEPs should allow everyone in a school to be informed of the existence and nature of a child’s special education needs. This is particularly important if the need is not visually evident. For example, many children with learning disabilities may not be identified for several years of schooling. Often this will be blamed on some other condition, such as laziness on the part of the child or problems at home, until the education need is finally identified .In this instance, the child is repeatedly placed in learning experiences where he is unable to succeed. The child then loses motivation and falls behind in development of basic skills in they are related to his disability. Students who fall behind and experience learning difficulties are often unable to participate fully in class and become disenfranchised with their school communities and in some cases with their peer in general. IEPs allow the child’s special education need to be communicated throughout his learning community, accommodations to be made, and the child to remain engaged with his peer group and academic work.IEPs also provide consistent guidance for everyone responsible for the child’s learning. Prior to the use of IEPs, SEN children were often identified discovered anew each year, with teachers working through how to address children’s needs over and over again rather than information being passed on from the previous year’s teachers (Jones 2004). Similarly, not all staff in the school that interacted with a SEN child were aware of the child’s situation, preventing his needs from being met (Jones 2004). Parents and children were also not as involved prior to the use of IEPs, in which they are now guaranteed input (Jones 2004). IEPs document both the child’s specific needs and provide a means of involving many of the stakeholders in the child’s educational experience.