What Exactly is an IEP?
IEP stands for Individualized Education Plan. It was created in the Individuals with Disabilities Education Act (IDEA) of 2004. An IEP outlines special education services that are specific to a child’s needs based on testing that is completed by the child’s school. The plan outlined in an IEP is a legally enforceable agreement between parents and a school regarding the needs of a child. Because it is a legal document and an entire team of professionals helps to create it, an IEP meeting can be very overwhelming for first-time parents!
In the early part of my career, I served as a school-based speech-language pathologist. I’ll be honest, even I was overwhelmed at the number of people sitting around the table at my first IEP meeting! After I transitioned to private practice, I found that parents were astonished at the volume of information that was thrown at them during their child’s first IEP meeting. As a result, I’ve started helping “translate” IEPs for parents for more than 10 years now. The recommendations I’ve listed below are the 5 most common tips I give to parents before they walk into an IEP meeting.
1. Ask for a draft.
During the IEP meeting, you will get a copy of the draft IEP. It will not be finalized until every member of the team (that includes you!) has agreed to and signed it. Each member of the team will take turns talking about his/her area of expertise and how it relates to the services your child may need. It can be really hard to keep up with what each team member is discussing when you haven’t had a chance to even read the IEP for yourself. So, ask for a copy of the draft a couple of days before your meeting!
Then, bust out your highlighter and mark things that you have questions about. If you don’t know why a certain test was given, ask! Maybe you don’t understand what a goal means. Just ask! If you don’t see goals for things you are concerned about, ask! That initial IEP meeting is an opportunity for you to learn more about what school accomodations look like for your child. Do not hesitate to ask questions if something doesn’t make sense!
2. Gather your records.
If your child has any medical diagnoses or has had any testing completed outside the school, bring it with you. Reports from pediatricians, neurologists, geneticists, psychologists, speech-language pathologists, occupational therapists, and/or physical therapists can be extremely helpful for the school-based team. If possible, try to bring copies with you for the eligibility testing prior to the IEP. The school will often use that information to determine the appropriate assessments for your child. It also gives you a chance to look for discrepancies between the school’s test results and any outside testing.
3. Check out who is attending.
The written notice you recieve for the IEP meeting should have a list of all the people who have been invited to the meeting. Use your school’s staff directory to figure out who is who on that list. It is very helpful to know which professional serves in each capacity on the team. These professionals will be working with your child throughout the school year and you will likely need to contact them at some point in time to ask about your child’s progress.
It’s also helpful for you to start using your team member’s names in conversations with your child. I would recommend discussing what each member of the team will do with your child before the school year starts. For example, if my son needed help with handwriting from the school’s occupational therapist, I would explain, “Ms. Smith is going to let you come practice making letters and words with her in her office. I think she has some fun toys and games to play in there. I can’t wait to hear all about it!” Your attitude about the services your child receives is contagious! If you are talking about these teachers and therapists in a positive light, your child will be more excited about them, too.
4. Learn the vocabulary.
IEPs are FULL of acronyms. Learning to “speak IEP” can be a bit daunting. So, here are some of the most common terms you may notice during your meeting and their translations:
- 504 plan– This is a less intense version of an IEP. A student who qualifies for a 504 may need accommodations but doesn’t necessarily require specialized instruction. I’ve heard these called “diet IEPs,” and I think it’s quite fitting.
- Accommodation– This is a way to alter a child’s learning environment to help them be more successful. Common accommodations are extended time on tests, taking tests in a quiet room without distractions, getting a vocabulary bank on a test, having access to flexible seating, etc.
- Functional Behavioral Assessment (FBA)/Behavior Intervention Plan (BIP)– An FBA is usually completed by a psychologist as a way to identify and rectify a challenging behavior. The BIP is the plan that all staff members have in place to help prevent challenging behaviors.
- Extended School Year Services (ESY)– These happen when the school is required to provide school-based intervention although school is not in session. Most children who qualify for ESY attend school in the summer as a way to prevent regression in skills.
- Least Restrictive Environment (LRE)– This simply means that a child must be taught in the same setting as their peers whenever it is appropriate and possible. It is a requirement of IDEA that students be taught in the least restrictive learning environment. This allows for children with special needs to participate in non-academic activities with their peers.
5. Know your role.
Parents are a crucial part of a child’s IEP team. Kids may spend a lot of time at school, but no one knows a student quite like his or her parents do. Parents see the struggles with homework. You see the emotional toll of difficult peer interactions and the dysregulated breakdowns after kids have given all they’ve got at school. Parents are experts on their children. So, don’t be afraid to use your knowledge of your child to help improve the team’s plan!
What if the team doesn’t agree?
Unfortunately, sometimes parents don’t agree with the school’s assessments and/or the IEP goals. That’s okay. You should not sign an IEP that you don’t agree with. It is well within a parent’s rights to refuse a proposed IEP and ask the team to try again. Parents can request an Individualized Education Evaluation (IEE) if they don’t agree with testing results. This allows an outside professional to look at a student with fresh eyes and make additional recommendations to address concerns from both the parents and teachers.
Parents can also file a due process complaint with the state of Alabama if they feel like they need mediation with a school. Laws exist to make sure that children are always getting the services they need in order to be successful. While it is rare for these to be necessary, it is ultimately a parent’s right to challenge an IEP if they feel it is not appropriate for their child’s needs. It is also within a parent’s rights to challenge a school using due process if they don’t feel their child’s IEP is being appropriately serviced by the school. If you need more help with this, the Alabama Disabilities Advocate Program (ADAP) is a great resource. Understanding the IEP process is the first step in making sure you are the best possible advocate for your child!
Check out the following resources to learn more:
IEP Fact Sheet from Children’s of Alabama
FAQ’s About IEPs from the Alabama Deparmtent of Education
