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How can you better
prepare yourself for a successful IEP meeting?
1. Build a positive relationship with
at least one person on the IEP team, such as the classroom teacher,
principal, or school psychologist, before the meeting. Such a
relationship will help you feel more comfortable and know someone else
hears your point of view.
2. Plan ahead and put your thoughts on paper, so you won't forget to mention what's important to you
during the meeting. Complete the IEP Planning Form before
the meeting occurs.
3. Know the purpose and format of the
IEP meeting and who will be there ahead of time. That way you
won't be surprised by the number of people around the table or the
process being followed.
4. Send copies of any private
assessment reports to the team ahead of time so they can be familiar
with the data before the meeting, rather than take valuable time from
the meeting to review them.
5. Review current reports, last year's
IEP (if applicable) and Parent's Rights and Responsibilities sent to you
annually.
During the meeting:
- Understand that as the parent, you
are an integral part of the IEP team. Anything you can do to make
yourself more comfortable in this meeting will help you participate
more actively.
- Find a way to personalize your
child. When you talk about him, make him recognizable to all
team members. Remember that you know him best- strengths,
talents, weaknesses, interests and needs, so take in what
professionals have to say, but add in your perspective as well.
- Be prepared for district staff to
present assessment data and their professional opinions about what
they've observed and feel is appropriate for your child. This
may be different from your input but just as valid. It's
important to see the big picture- understand your child as a whole
to assist in the educational planning.
- Keep focused on what you want
answered or provided for your child, not on how to get there--
that's the job of the professionals. For example, if you want your
child to make more growth in reading, keep that foremost, and don't
get stuck on asking a specific method of teaching you heard about
from a friend.
- Don't hesitate to ask questions and
seek clarification. In any profession, people talk in jargon
at times. If you prefer, write down your concerns and meet
with one of the team members later for more explanation.
- Bring a trusted person with you--
spouse, partner, relative, neighbor, friend, etc. So you'll
have a support system and another set of ears to hear what others
have said. If no one is available, you may wish to audiotape
the meeting so you can listen to the tape later. However, you
will need to notify the district ahead of your intentions; in that
case, the district will likely also use audiotape.
- Involve your child in the IEP
meeting to the extent appropriate for his age. At age 14, he
must be invited to attend. At 16 he'll be expected to
participate. When he's 18, he'll be the adult making decisions
about his own placement, so it's never to include him in the
process.
After the meeting:
- Return the unsigned IEP to school as
soon as you have made your decisions and placed them in
writing. If you have serious doubts or concerns, contact one
of the team members or request another IEP meeting.
- Review the agreed upon IEP to make
sure you understand it. If not, talk to the trusted person you
brought to the meeting, or contact one of the other participants for
clarification. Remember, you can always change your mind and
withdraw permission for any and all of the parts you agreed to.
- Talk to your child, in terms he'll
understand, about what was discussed at the meeting. Be sure
to discuss progress he has made. Review goals and objectives
so he'll know what he's going to be working on during the coming
year.
- Place the IEP in the binder or file
where you keep other school notices and reports. This makes it
easy to access for future reference.
- Develop a collaborative relationship
with the professionals who interact regularly with your child.
Meet with his special education teacher to learn how you can
reinforce the skills and strategies being taught to him.
The preceding was presented by the Ohio
Protection & Advocacy Association (OP&A)
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