|
|
“The only pure and consistent advocates for a child are his or her parents
or family members,” explains Betsy Primm, coordinator of Georgia Learning
Resource Services Metro-North branch. “That doesn’t mean that educators
don’t advocate every day for their students, but year in and year out, that
is a parent’s role.”
Parents and experts agree, no one will look out for your child’s interests
as well as you, and you must take an active role in his education. Since a
large portion of your child’s time will be spent in the school system, it is
crucial that it be the best experience possible, a time to maximize your
child’s potential and growth. Your communication with his educators is
critical to success and accountability.
The Individualized Education Plan is the template on which the education of
a student with disabilities is based. The IEP is written every year at a
meeting of a team involving educators, professionals and parents. Preparing
for the IEP meeting and approaching it with a positive attitude can go a
long way toward making the notoriously stressful event a smooth success.
View the meeting as an opportunity to generate ideas and create excitement
on your child’s team, advises Patti Solomon, parent liaison for the Division
of Exceptional Students at the Georgia Department of Education. As your
child grows, make sure that he is included in the planning and
decision-making that will impact his future.
Be present in his education, be assertive with the school, make sure his
needs are being met, and try not to become confrontational. If his needs are
not being met and IEP goals are not achieved, try to work through the
system, beginning with the principal. Everyone is more willing to work on
solutions when tempers stay calm. Pick your battles; you will not win them
all, so choose carefully.
Primm warns parents not to stand so firmly on principle that your own
child’s education suffers. “Before you spend your energy and money on a
fight, focus on your child’s needs,” she advises. Don’t squander his
education while you fight an injustice of the school system on principle.
What is an Individualized Education Program?
The IEP is a document that develops measurable annual goals and short-term
objectives for a child receiving special education. The IEP details the
special educational services, and any necessary related supplementary aids
that the school system will provide to a student with disabilities. Part B
of the Individuals with Disabilities Education Act (IDEA) protects his right
to an education in the least restricted environment. That can also mean in
the home area school with age and grade peers, if appropriate. Don’t be
afraid to ask for what is best for your child.
A team – including your child’s teachers and therapists, school and district
faculty and you – develops the IEP at a meeting, usually held in the spring.
The best way to positively impact your child’s education is to follow your
child’s education, keep track of his medical and educational records, and
use them to prepare for a successful IEP meeting. And keep a positive
attitude!
The following tips for a successful IEP were compiled by a host of educators
and experienced parents. Keep them handy as you prepare to meet with your
child’s educators and plan for his future.
Prepare:
-
Do your homework. Review all assessments and outside evaluations, gather all
documents and previous IEPs, review past goals and outcomes, contact his
counselor before the meeting to discuss concerns or changes.
-
Know who will be at the meeting, what goals you want included in the IEP,
supports necessary to achieve them, and any new services your child might
need (e.g., occupational therapy, summer programs, transportation).
-
Observe your child’s evaluations. They will be the basis for the IEP and
should be measured accurately. If you have additional evaluations, provide
them to the school in advance.
-
Consider the various learning environments for your child – inclusion
classroom, resource room, self-contained classroom or special education
center. Understand the differences and know where, how and with whom you
want your child to learn.
-
Know your objectives before the meeting, and write your list of questions.
-
Invite another parent, friend or neighbor to come with you. Ask them to take
notes and support you. You might want to tape the meeting. Inform the school
of your plans.
At the Meeting:
-
An IEP meeting can be intimidating to the parent. Plan to stay calm.
-
Approach the IEP as a team player. Remember, everyone wants what is best for
the child. You are a member of the team that makes the crucial decisions
about your child’s education.
-
If your child is old enough and capable of being involved, bring him to the
meeting.
-
Keep the meeting positive for your child: remember to focus on gifts,
strengths and progress.
-
Make sure that the IEP goals for your child are reasonable and measurable –
a child should make one year’s progress each year. Scrutinize the goals and
identify strategies to achieve them. Make sure they can be measured
subjectively.
-
Discuss modifications, disciplinary programs, non-academic activities,
transition or supplemental services.
-
The IEP and placement should be established according to your child’s needs,
not according to the availability of resources. If he needs a certain
program or therapy not offered in order to progress, ask for it.
-
Make sure everything is written down and a parent-school communication plan
established.
-
If you are not satisfied or certain, take a copy of the plan to review
before you sign your agreement.
After the IEP:
-
Explain changes to your child.
-
Communicate regularly with your child’s teachers and therapists.
-
Stay involved! Support your child’s education at home, visit the school
occasionally, and observe who is doing what with your child.
-
Join the PTA and participate to assure that the needs of special education
students are considered
-
Make sure that progress is achieved throughout the year; don’t wait until
the next IEP meeting to see if objectives are being met.
-
You can call an IEP review meeting any time throughout the year if you do
not think progress is being made.
Compiled by Jody Steinberg. Article courtesy of Atlanta Parent.
Reprinted with permission.
|
 |
|
|
| |
School systems are responsible for assuring that transition planning becomes
a component of the IEP beginning at age 14; however, it may be necessary to
start transition planning much earlier in order to allow the student to
achieve meaningful post-school outcomes. (From the Georgia Department of
Education's Transition Manual) Read more about the topic in the
Roadmap
Transition section. |
|
 |
|
