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IEP Handbook for Parents Project
Transcript of IEP Handbook for Parents Project
"Discussion" of Procedural Safeguards Discuss Present Levels of Performance The IEP team will discuss where your child stands academically and socially compared to his/her piers. Identify Priority Areas for Growth for this IEP After discussing your child’s present levels of performance, the IEP team will decide what your child’s areas of need are. Identify Measurable Goals, Objectives, and Assessment Procedures The IEP team will determine goals that can be measured for your child. Identify Needed Services Needs and services are the additional assistance your child will require throughout the school day. Examples: Scribes for children who cannot write, special education bus for children who cannot ride the regular bus. Determine Least Restrictive Environment 1. Who you WILL meet at the IEP meeting(team members): Parents
General education teacher
Special education teacher
Principal/special education director Who MAY be at the IEP meeting: Counselors
Lawyers You will also be offered procedural safeguards during the IEP meeting. INTRODUCTIONS The IEP meeting will begin with the introduction of all the IEP team members.
Each team member will also introduce his/her role in respect to your child. PROCEDURAL SAFEGUARDS What are procedural safeguards? Procedural safeguards are your federal rights as a parent. KNOW YOUR RIGHTS! The right to file a complaint and/or disagree with parts or all of the IEP.
The right to consent, refuse consent or revoke consent for special education for your child.
The right to review and receive copies of your child's educational records.
The right to bring anyone to the IEP meeting that knows of your child or his/her disability. This includes advocates and attorneys.
The right to participate in the IEP meeting and have your opinions heard and taken into consideration. Your Rights as a Parent You(parents)-
Have valuable insights and information about your child's strengths and needs.
You may also have ideas for enhancing her education. General education teacher-
Can share information about classroom expectations and your child's performance. Special education teacher-
Has training and experience in educating children with disabilities and working with other educators to plan accommodations for your child. Principle/special education director-
Knows about special education services and has the authority to commit resources. Individuals with disabilities are to be educated in environments as close to the general ed classroom as possible. As the needs and services increase, the LRE tends to move further away from the gen ed classroom. IEP Meeting Tips and Checklist Don’t’ be nervous!
Gather your child’s progress reports.
If possible, build a great relationship with your child’s general education teacher.
Decide on goals for your child so you have some to bring to the table.
Record the meeting. (be sure to let IEP team know before you do this)
When the meeting is over, don’t sign the IEP right away! Take it home and review it for errors and make sure your expectations are accounted for. IEP Questionnaire Planning Form 1. What are my child's strengths?
2. What are my child's weaknesses?
3. Is behavior an issue at school or home? How so?
4. What goals do you want to set for your child?
5. What do you expect to happen regarding your child in 6 months? 1 year? 10 years?
6. What other things would you like to discuss? Sources Teaching in Today's Inclusive Classrooms
Authors: Gargiulo & Metcalf www.kypa.net www.partnerstx.org www.specialeducationadvisor.com 2. 3. 4. 5. 6.