The Individualized Education Program (IEP) is the "road map" to your child's education. It is a written plan to address your child's special needs and abilities. It is developed at a meeting of school personnel and parents. The IEP meeting serves as a communication between parents and school personnel and enables them, as equal participants, to jointly determine the child's educational needs and the necessary services, programs and equipment. The IEP provides a plan on how to address educational needs within the child's program. Your child's plan should not be exactly like anyone else's. Even though other children may have the same disability, all children have unique needs and abilities.
The IEP gives you a voice in your child's education. By working together, parents and professionals are able to develop a program that benefits your child. Parents are experts regarding their children and are equal partners throughout the evaluation and IEP process. As a parent, it is your responsibility to help develop, evaluate and monitor the IEP in meeting individual goals.
The IEP should be:
· current
· child-centered (based on your child as an individual)
· clear and concise
· collaborative (a combined effort)
· integrated (with goals and objectives as well as related services if needed for your child
to optimize your child's learning in school and other settings)
· accurate (including both strengths and concerns)
· reviewed and updated on an annual basis, or more often, as necessary.
The IEP will be developed with your participation, one or more members of the CST, and any additional persons required to attend (general education and special education teachers as well as the district representative). Family members may bring additional people to the IEP meeting who may be helpful to them. You may find it helpful to let the CST know in advance if you are bringing additional people, so they can plan accordingly. Evaluation results are key to what is included on the IEP. Therefore, it is critical that evaluations accurately reflect the strengths and needs of your child. Take time to read assessment reports carefully. If you discover any inconsistencies, misinformation, or information with which you disagree, share your concerns with your CST.
The Individualized Education Program will include but not be limited to:
A statement of eligibility - This communicates your child's eligibility for special education and related services. All children eligible for programs and services at age three will be classified as preschool disabled.
A statement of the child's present levels of educational performance - For preschool
children a description of how the disability impacts the child's participation in age-appropriate
activities.
A statement of measurable annual goals - Annual goals will describe the educational
performance your child is expected to achieve under the child's IEP for the year. Goals are long
term. Objectives are short-term steps for attaining goals. You should feel free to contribute goals and objectives you feel will be important to your child's learning. You may want to review some of the goals that your child is currently working on in your Individualized Family Service Plan and include those goals in the IEP.
A statement of the special education and related services and supplementary aides or
a statement of the program modifications and/or supports that shall be provided for school
personnel. Specific instructional strategies and techniques as well as special equipment and materials necessary to help your child achieve his/her goals and objectives should be identified. Current research tells us that children learn best when services and strategies are integrated and embedded into a child's daily functional activities.
Opportunities for your child to be educated and participate with other children with
disabilities and with non-disabled children will be discussed at this time. All special education and related services needed by your child must be listed on the IEP. Services identified as necessary for your child (e.g., speech/ language, OT, PT) are provided at no cost to parents. Transportation needs should be specified as well. The IEP should be clear about what services are being provided, how often, in what setting and who is responsible.
A statement which specifies the projected date for the beginning of the services and modifications, the anticipated frequency, the location and the duration of the services or modifications which should also be included.
All of these topics must be discussed before the team looks into where services will be offered or placement.
An explanation of the extent to which your child will not participate with non-disabled
preschool children in general education classes or typical preschool settings and nonacademic activities is included in this process. This is because the starting place for program delivery should always be in settings where preschoolers without disabilities spend their time.
IEPs are reviewed annually; however, parents may request a review of the IEP at any time. If you do not feel that your child's IEP accurately reflects the program he or she needs, or if critical components (an example- assistive technology), were not considered, you may request another meeting of the IEP team to consider these areas for your child. Make your request in writing and always keep a copy of any written communication.
A statement of how you will be regularly informed of your child's progress toward
the annual goals and the extent of the progress.
A listing of everything that must be considered for every child, including assistive technology, extended school year, communication services, positive behavioral supports, etc.
Questions to consider when working on your IEP:
1) What do I want for my child?
2) What information do I have to share about my child?
3) Have I clearly expressed my expectations and hopes for my child's program?
4) Has someone documented accurately the discussion and plans agreed upon?
5) Should I wait to make a decision until I better understand the plan and am sure that I
agree with the plan?
6) Is there a plan for what happens next and whose responsibility it is?
7) What related services does my child need - speech therapy, occupational therapy,
physical therapy?
8) If my child needs related services, how often are they needed?
9) When and where will related services be given? What is the most appropriate setting for
these services?
10) At what intensity level does my child need special education and related services?
11) What special considerations need to be made throughout my child's program in regard?
to his/her special needs?
You may find it necessary or helpful to bring additional people with you to the IEP meeting, such as an advocate who is familiar with the law, someone who conducted an independent evaluation of your child, or a service provider or family member familiar with the child. You may tape record the IEP meeting if you choose, again letting the team know in advance of your plans. You also have the right to delay your decision until you have had the opportunity to fully consider the information, realizing that this may delay the start of programming.
If you disagree with your child's program and/or IEP and cannot resolve these differences with your local school district personnel, there are specific steps you may take. Either party must take specific steps to initiate mediation or due process. Consult the "Parental Rights in Special Education" booklet for further explanation of both processes. There is a state form you must complete to request mediation or due process.
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