| Davis: Understanding Individual Education Plans |
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| Wednesday, October 29, 2008 01:45 PM |
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In February of 2007, we met with a Child Find representative to transition my daughter into Voluntary Pre-Kindergarten. Soon after, we learned about the Individual Education Plan (IEP) process. An IEP, mandated by the Individuals with Disabilities Education Act (IDEA), is designed to meet the specific needs of one child. There are many components of an IEP and may include the child’s present level of academic and functional performance, special education, supplementary and related services to be provided and the ways in which progress can be maintained, reported and supported. Each goal must be outlined in a measurable way. For example, my daughter’s IEP has a goal that “she will listen to simple stories with 2-3 peers beginning to end on 3 out of 5 observations weekly for three weeks as measured by performance based assessment.” It is important to note these goals are determined by a team of parents, teachers and therapists. They are specifically geared towards a child’s needs. An IEP is used for any student of any age with any special needs. An extra 10 minutes to take notes may be included in an IEP for a 10-year-old boy who has a learning disorder. Individual Education Plan’s must be reviewed at least once a year to determine if a child is meeting the annual goals. IEPs may be revisited to address any lack of progress, information provided by the parents, results of any reevaluation, and/or anticipated needs.I have had three IEP meetings thus far, and find that preparation is key. Before my first IEP, I wanted to research the process. Wrightslaw.com is an excellent source for all topics on special education law and advocacy. Books, DVDs, and CD-ROMs may be purchased from the site. IEP tactics and strategies are especially helpful in preparing for a meeting. There, I learned about important questions to ask. Creating a portrait or agenda of the child is helpful. Strengths, needs, and concerns are used to create a story about the child. Presenting the portrait at the beginning of each meeting helps the IEP team to better understand your child. Updates can be made to the portrait for each meeting. My best advice for any parent who goes through the IEP process is to become well-informed about the rights of your child. Keep track of every contact that you have made. Make a list of questions and concerns that need to be addressed. Write down the outcome of each meeting. Remember, the child’s best interest is always the most important goal; despite any frustrations that may be felt. Nancy Davis is a reporter for The Observer and a mother of a child with Autism Spectrum Disorder. She can be reached at This e-mail address is being protected from spambots. You need JavaScript enabled to view it |