So, what is an IEP anyway? It is an Individualized Education Plan developed jointly by parents and school representatives for children with disabilities which affect their learning (starting at age 3). The IEP describes, in writing, the child's goals, assessment methods, plan of action, and educational performance of a student requiring special education services in compliance with federal and state laws.
What to expect
As a former teacher and assistant principal for three public elementary schools, I have participated in my share of IEP's. If I were to describe this process to someone outside the circle of experience, I would say this about it: IEP's and the people who are involved in them vary as much as our fingerprints.
Each IEP, and the meetings that support them, are influenced by many factors, including the: education, tone, personality, influence, willingness, courage, adaptability, and relationships that each parent, child and professional contribute to the mix.
As a parent, you can expect to experience several different emotions as you become familiar with the IEP process. As Whitney Hoffman, producer of The LD Podcast puts it, "It's one of the most stressful things parents can go through – I've laughed and cried my way through IEP's." Knowing this ahead of time can help you prepare for what's ahead.
You are your child's strongest advocate and that role becomes very important while creating and managing an IEP. If you are not informed, the process can feel overwhelming and filled with legal terminology that you may not understand. There will be several school personnel on the IEP Team, and it is always beneficial to develop a friendly relationship with at least one member of the team. Debbie Yost, regular contributor to Root & Sprout, mother of three girls and an advocate for people with Down syndrome shares her personal experience: "If I did not have this relationship with the team, especially with the teacher, I would not feel as comfortable discussing concerns. Often times, the teacher simply comforts me and helps me deal with some of the concerns."
Along with getting to know your IEP team members, you want them to know your child and family, as individuals, not just as an IEP recipient. The more the team knows about your child, the better they can service his/her needs.
How to prepare
Preparing for an IEP will require you to read everything made available to you by the school AND everything else you can get your hands on to support your child's rights to special services.
Carrie Gilmer, President of the National Organization of Parents of Blind Children, and parent of four children – one with severe ADD and one is blind, shares these Top Ten IEP Tips:
1. Become an expert on your child's disabilities; know you are THE expert on your child.
2. Know and use IDEA 2004 laws and proper IEP procedure.
3. Insist on proper evaluations and specific, measurable goals that are individualized.
4. Gather your own current performance data on your child; make site visits, observe, consult. Know typical developmental timelines for comparison.
5. Only consent to that with which you agree; give disagreement in writing within legal deadlines.
6. Insist all team members be present at meetings. Find an ally on the team.
7. Document: keep a 3-ring binder for each year. Make requests in writing; insist on "policy" in writing.
8. When school personnel make recommendations of service or placement ask (politely), "What data or research is that based on?"
9. Keep it businesslike, not personal or emotional; dress and act the part.
10. Bring a knowledgeable and effective advocate.
Ian Blum, a patent attorney and parent of a child with an IEP says "your local bar associations are a great resource for parents seeking pro bono representation."
Eileen Mullin, a mother of a 4 year old son, is already becoming a savvy IEP parent. Eileen recommends these Parent IEP Tips based on her experience:
1. Have both parents attend, if possible, to demonstrate that you take the process seriously.
2. Bring past paperwork (doctor's reports, past evaluations).
3. Bring your child's photo to remind the team that the focus is on your child.
4. Prepare sound bites to describe what makes your child special; you want to make a case for how therapeutic services can help your child achieve his or her potential.
5. Know exactly what services you want and what agency has agreed to provide them.
6. If it's your first IEP meeting, get a comprehensive set of evaluations done ahead of time. They can't award services in an area that your child hasn't been evaluated for.
7. Be very assertive; you can always let go of services later, but it's near-impossible to add on new (or more frequent) services after the IEP is over.
Parent's rights
Dr. Susan Giurleo, licensed psychologist , former school psychologist and now a consultant for families going through the IEP process states that, "By law, parents are entitled to copies of all testing reports two days prior to the IEP meeting. Parents may need to ask for these reports in advance of the meeting, but should do so. When parents get the reports in the meeting they are often overwhelmed and unprepared to talk about, or question, the team about results and educational planning. Reading the reports ahead of time gives parents the chance to see what the testing results are and prepare questions for the team."
Offering her expertise, Esther Ross, state certified educational advocate and author of "Fast Track for Caregivers", insists that parents not go to an IEP meeting without having:
· proper advice and documentation from your child's pediatrician,
· information from your Parent Information Center (advocacy bureau found in every state),
· a book of your rights in special education,
· knowledge of tests and what they test for, knowledge of the number of days allowed in the process of special education and finally,
· a free consultation call with your State Department of Education to educate yourself quickly on identification, referral, evaluation and specifics for an IEP.
Esther continues with these tips, "Understand that the entire process must be in writing, or else much can be made null and void. The main thing you need to succeed in the process is back up - your own team of experts. Seek outside help and be certain to keep your child the focus. No one else and nothing else matters."
When to speak up
Jolanta Davis is a mother of two children. Her son's first IEP was written nearly four years ago and she's been "working the system" for a while now. Jolanta encourages parents to get involved in a networking group if your district has one. It is a great place to meet other parents who understand what you're dealing with. In some states a Special Education Parent Advisory Council is mandated by law. Find out what your state resources are and take advantage of them. Finding a support system helps you feel that you are not alone and may give you the courage to speak up.
When you have questions, ask them. When you become familiar with a new technology or therapeutic practice, speak up and share that information with your child's IEP team. Debbie Yost asked her child's teacher about an electronic device to help her child communicate more effectively. The teacher set up a pre-evaluation followed by a formal IEP meeting so that proper evaluation could be completed to determine the best device for her child. Debbie's example reinforces the idea that having a positive and ongoing relationship with your child's teacher (and other members of the team) may make a significant difference and avoid unnecessary delays.
Leaving it to the school alone to know what is best for your child may not bring the most rewarding results. Remember the critical word in IEP is "Individualized" and suggests that your child's needs are unique and deserving of additional services. Obviously, as an educator myself, I deeply appreciate all that teachers, administrators, therapists, and psychologists give of themselves to help educate our children; however, it is important for parents to remember that staff shortages, budget constraints, or a lack of experience with your child's disability is not a good reason to have insufficient service for your child.
IEP Parent Resources
www.LDpodcast.com with Whitney Hoffman
www.ChildDevelopmentHelpSource.com with Dr. Susan Giurleo
www.nfb.org/nopbc National Organization of Parents of Blind Children
"Fast Track for Caregivers" by Esther Ross, available at www.rosstrumpublishing.com
www.SpecialEdParentcoach.com Mindy Mazur, MPH, Special Ed Parent Coach & Advocate
www.wrightslaw.com/info/iep.index.htm Pete & Pam Wright, William & Mary Law School, Education Law Clinic & Special Ed Advocates
This e-mail address is being protected from spambots. You need JavaScript enabled to view it
Andrew Yale, MPS, President of Child Advocacy Consultants
www.celebratethechildren.org
Blogs worth reading
www.weddingsx3.blogspot.com with Debbie Yost writing about mothering, family life & Down syndrome awareness
www.giftedspecialneeds.com with Jolanta Davis
www.motheringautism.blogspot.com with Pam Walsh
Prior to opening her own business, Karen Nowicki was a teacher, asst. principal and vice president for public and charter schools. Karen is dedicated to helping you become the greatest expression of yourself. She accomplishes this through her private coaching, tele-seminars, and her Snuggle Deep Retreat. Karen is the author of Maddie Moonbeam's Garden, an inspirational gift book which offers a sweet tribute to each person's journey toward self acceptance. Karen lives in Chandler, AZ with her husband and three children.
For more with Karen, sign up for her free newsletter at www.apeacefulintegration.com.
