The IEP meeting is one of the most important parts of the special education process. In this meeting, school staff and parents come together to discuss, develop, and review a student’s IEP. They make sure the IEP meets the student’s needs.
If this is an annual IEP, the purpose of the meeting is to have the team develop an educational program for the student that will support progress in the general curriculum and meet other educational and functional needs resulting from the disability.
Once it is determined that a child is eligible for special education services, an Individualized Educational Program (IEP) must be put in place. At an IEP meeting, the decisions regarding special education and related services are made so that an individualized educational plan can be created.
Each time, you‘ll go over your child’s plan for the next year. That involves looking at how much progress your child made over the last year, and how the goals, services, and supports should be adjusted for next year. The point is to make sure the IEP provides the right help to meet your child’s present needs.
An Individualized Education Plan (or Program) is also known as an IEP. This is a plan or program developed to ensure that a child with an identified disability who is attending an elementary or secondary educational institution receives specialized instruction and related services.
IFSP stands for Individualized Family Service Plan. An IFSP is a written legal document that lays out the supports and services kids with developmental delays need to start catching up. IFSPs are covered by special education law, or the Individuals with Disabilities Education Act (IDEA).
Having an IEP gives students, families, and schools legal protections, too. It lets families be involved in decisions that impact their child’s education. It also gives students rights when it comes to school discipline.
During the meeting, the school and the parents discuss the student’s needs based on the results of any evaluations. Then, they discuss what services and supports the student needs. This information is put into the first IEP. Some schools present parents with a recommended draft IEP for them to consider at the meeting.
During the IEP meeting, the different members of the IEP team share their thoughts and suggestions. If this is the first IEP meeting after the child’s evaluation, the team may go over the evaluation results, so the child’s strengths and needs will be clear. … the type of special education services the child needs; and.
Myth #1: Every child who struggles is guaranteed an IEP.
First, they must be formally diagnosed as having a disability. This is defined under the Individuals with Disabilities Education Act (IDEA).
The areas are: Physical (including vision and hearing), Cognitive, Communication, Social/Emotional, and Adaptive. The IFSP must include a statement of the family’s resources, priorities and concerns relating to enhancing the development of the family’s infant or toddler with a disability.
The major components of an IFSP include: A Cover Page that provides basic demographic information. A Levels of Development / Child Outcome Ratings Page that documents the results of the assessment and provides a picture of the child’s current level of development in comparison to same-aged peers.
The IFSP assures families: a predictable process for discussing and documenting the child’s and family’s changing needs. … both family and professional input to the development and implementation of plans. access to available educational, medical, and social services in a community to help the family and their child.
Kids with delayed skills or other disabilities might be eligible for special services that provide individualized education programs in public schools, free of charge to families. … The IEP describes the goals the team sets for a child during the school year, as well as any special support needed to help achieve them.
Before the Meeting
Don’t forget to document their work and bring it to the meeting! Write and double-check the IEP. … If your building coordinator does not do this, be sure that the Prior Written Notice, IEP Meeting Invitation, and draft IEP are sent to the parents.
Know your child. Prepare a sample parent vision statement that describes your child. Provide a list of her strengths, challenges, preferences, learning styles, and what she needs to succeed across curricula and environments. Offer samples of her work and recent evaluations done outside of school.
Often, IEP meetings are scheduled for early morning or late afternoon in order to minimize the need for substitutes in the classroom. Depending on a variety of factors, like the age, disability or placement of the child, these meetings can last from as little as an hour to over three hours.
This means that if a school does not provide services agreed upon within the IEP, it’s in violation of the law. (More information about the IEP can be found in The IEP Process Explained.) Violation of this law does not mean that school district officials will go to jail, or be faced with extreme financial penalties.
DO NOT SAY: “We don’t provide…” • “We don’t have that program….” • “That is too expensive…” • “That program is not for children with this label…” • “You have to be identified as autism to get…” • “No matter what the federal law says, we expel for that…” DURING THE MEETING (con’t.)
Children must be assessed for special education through the use of methods that are not culturally biased or discriminatory. If parents disagree with the results of the assessment conducted by the school district, they have the right to ask for and obtain an independent educational evaluation (IEE) at public expense.
The purpose of the general educator’s role on the IEP team is to get accurate, reliable data on the student’s behavior and progress toward meeting her annual goals.
Updated On: Special education teachers are responsible for assisting each child in achieving his or her goals for the academic year. Setting goals through the development of an Individualized Education Program (IEP) is an important part of working with special needs children.
(And note that a Social Security regulation (SSR 09-2p) specifically provides that children in special education who achieve good grades or reach the goals set out in their IEP plan may still qualify for disability benefits.)