. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Site Loader

Are you the parent of a child with a learning disability? The deck is stacked against you for achieving a quality special education IEP. Learn how to get the best possible program for your child.

What is an IEP?

The special education IEP (Individualized Education Program) process was created by a federal law called IDEA (Individuals with Disabilities Education Act) to ensure that students with learning disabilities receive an appropriate education. The IEP process can be confusing, stressful, and sometimes frightening for parents. The process comes to a head at the IEP meeting, so this is often the most stressful part of the IEP process.

Why is this process so difficult for parents? Through a series of 3 articles, we will look at the IEP process, why the gavel is stacked against parents, the steps to take to even the odds, the IEP success method to follow for an effective IEP meeting, and how to prepare for the IEP 911

What are the steps in the IEP process?

Identify that a problem exists and cannot be solved

Learn about the IEP process

Evaluate and test the student.

Analyze the test results.

Prepare for the meeting / get and give feedback in advance

Meet to review information and create (or deny) an IEP

Evaluate the plan and alternatives.

Execute the plan or alternative

monitor progress

Manage transitions

negotiate changes

Repeat the process at least once a year

The IEP – Why Are Parents at a Disadvantage?

1. You are usually outnumbered.

2. The other attendees speak a language that is difficult for you to understand: educational jargon, legal jargon, and medical jargon.

3. Your child is one of many students. This is his job, but his son. This prepares you for emotional reactions.

4. Because you are emotionally involved, it is harder to be objective. You feel like you have more to lose; it’s easy to get defensive or lose your temper.

5. The people sitting across from you are people you learned to respect, obey, and/or fear as a child. Directors, doctors, teachers. You may not see yourself as an equal.

6. You are asking for something. It is implied that anything you ask for will be taken from another student.

7. Some of these people attend dozens of IEP meetings every month. You can go to one or two a year. They have experience on their side.

8. School staff earn a salary while attending these meetings. You may forgo some salary to attend.

9. The school district has an attorney. You may know a lawyer!

10. If the school rejects the IEP, you may feel like you just lost your lifeline.

11. If you have argued before, threatened legal action, complained about an IEP, etc., the relationship within the room could have become confrontational or confrontational. The above is true even if you are in a cooperative and collaborative meeting and everyone is working together. You can continue the list from here if you have moved to a contradictory meeting!

12. You may not be sure what is “wrong” with your child.

13. You have no way of judging whether or not the school’s recommendations will help your child.

14. If your child attends the meeting, hearing certain things may upset your child, then you.

How do you even the odds?

1. You must prepare for the IEP meeting and review the test results before the meeting.

2. You need to be organized and have everything written down.

3. You need to study negotiation before the meeting.

4. You should bring a short list of topics you want to discuss, such as a particular teacher/problem, etc.

5. You must come ready with a written plan (see Parts II and III).

6. You must cite or cite evidence and experts as proof of the validity or correctness of your plan and follow the IEP Success Method in Part II.

7. You must understand the legal basis for what you are requesting.

8. You should stay calm and bring someone with you to take notes so you can focus on the meeting.

9. If the meeting focuses on negatives, you should redirect the meeting by pointing out your child’s strengths. Discuss the successes your child had outside of school.

10. If necessary, you should bring an advocate or relative who may be less emotional but knows your child.

11. If you are confused or not satisfied with the entire IEP, you should remain calm and say that you need time to review the IEP before you sign it.

12. If there is any area you are unsure about, you should postpone making decisions you are unsure about until you do your research.

Next: Part II will discuss the special education IEP success method and IEP meeting themes.

admin

Leave a Reply

Your email address will not be published. Required fields are marked *