This paper discusses how the process for IEP documentation was used in a training program for a group of young inexperienced teachers and teaching aides to effectively address the educational needs of children with diverse disabilities. Teachers at Kianh Centre in Vietnam received explicit instructions for writing effective functional individual education plans (IEPs). The authentic evidence-based IEP pro forma presently discussed, and was made culturally appropriate after many reviews and about a year of training. IEPs written on this pro forma were used as operational reference and working documents by both classroom and physical therapy staff for six and four months, respectively. Staff feedback on use of these documents was facilitated through a questionnaire. This paper presents the outcome of how IEP was used as a functional reference to empower staff to work with students with disabilities. Despite the diversity of disabilities of the students at Kianh Centre, all staff who participated agreed that IEPs written on the pro forma empowered them with effective skills to facilitate student learning.