The purpose of this study was to clarify Web-supporting IEP efficiency. The subjects were 31 teachers of Kukje Rehabilitation Center and 11 parents of children with disabilities. As methodology, author formed questionnaire consistent with purpose of study based on previous researches, and used the frequency and percentage in the type of multiple-choice questions, then calculated the mean and standard deviation in the type of evaluation scale-applied questions, and arranged for descriptive questions by each subject. The results of research are shown like following; First, when compared with the existing manner of framing IEP based on manual work, the web-supporting IEP decreases the time and effort of framing it, in addition to be capable of revising, supplementing and deleting contents, and can get information from expert, which may lead to achieve qualitative educations. Second, in the web-supporting IEP which reflects the requests for supplementation, revision and deletion of IEP contents according to condition of children with the disabilities, group of experts provide teaching materials easy to use in home for users. And at same time, it controls overall educational procedure, and makes parents continually and systematically participate in the procedure that produces very high educational effect.