Imagine you’re planning a vacation to Italy. You do a ton of research, learn a few phrases so you can get around, pack up, and jump on a plane. But when you land, the stewardess says, “Welcome to Holland!” You’d probably be in shock. Holland? What are they talking about? I signed up for Italy!
Holland is fantastic, but it’s just not what you anticipated. Having a child with autism and other challenges can feel the same way. It’s suddenly essential to learn a whole new language and attempt to understand customs you’re not familiar with.
This is especially true regarding the special education system and Individualized Education Program (IEP) support. Navigating the process will be challenging, but the more fluent you become, the better you will be able to advocate for your child now and in the years to come.
The good news is that you’re not alone–and there is plenty of help available. The team at Kaufman Children’s Center for Speech, Language, Sensory-Motor, and Autism Treatment in West Bloomfield has extensive experience in this area and can help you navigate from confusion to confidence. Here are some of their best insights and tips:
What is an IEP?
An IEP is a legally binding, personalized plan for kids in public schools who need extra support. It outlines:
- services, accommodations, and specialized instruction the school will give your child to help them succeed,
- goals and objectives that will be worked on during the school year, and
- educational settings based on your child’s individual strengths and needs.
There are two parts to an IEP: a meeting held at least annually between you and the school team to develop, review, or revise your child’s special education plan; and a formal document that details the decisions made in the meeting.
The Individuals with Disability Education Act (IDEA) is the federal law that mandates IEPs. IDEA forms the foundation of your child’s rights, so it’s very important to understand it. It’s also important to know about our local and state policies regarding special education. Below, you’ll find links for both:
How do I start the IEP process?
School enrollment forms typically include a place to indicate if your child may need an IEP. If your child is already enrolled and you think they may need extra support, reach out to the school for guidance. Contact should be made in the late winter or early spring preceding a new school year to ensure plenty of time for scheduling, gathering data, and observations. The IEP process can take longer than you think.
What should I expect at the meeting?
IEP meetings typically take place at school during the day but may be arranged before or after to meet the parents’ needs. Attendees include the parent(s), general education teacher, special education teacher, evaluating personnel, school administrator, and a translator if needed. Meetings may also include anyone with special knowledge about your child, such as outside treatment providers (ABA team, speech-language pathologists, occupational therapists) and caregivers.
IEP meetings usually include:
- an introduction of attendees,
- a review of the child’s strengths and needs,
- the development of measurable goals tailored to the child’s needs,
- a discussion of specific services (speech therapy, special education instruction, etc.), along with frequency and location, and
- a finalization of the plan.
What should I do to prepare?
Your most important role in the IEP meeting is to speak on your child’s behalf. This information drives many of the IEP decisions including goals, programs, services, and supplemental aids. You are the expert on your child, and should be prepared to briefly and succinctly share the following:
- Your child’s unique gifts and strengths. These can be used to support learning across a wide range of skills and ensure learning is tied to individual interests and motivations whenever possible.
- The skills they need to learn that they’re not yet able to do.
- Your concerns about their academic, social, and behavioral needs.
- Your concerns about their progress, program/placement (classroom), or services (speech, occupational therapy, physical therapy, social work).
The team at Kaufman Children’s Center suggests generating a statement that includes this information and emailing it to the facilitator before the meeting so they can include it in the IEP document.
How can I have input on my child’s IEP goals?
Consider exactly what your child is struggling with, when it happens, and what you’d like to see improve. The more detailed you can be, the easier it will be for the team to create a meaningful, measurable goal that truly addresses your concern.
For example: if your child benefits by being in the presence of other children and is also good at drawing, a possible IEP goal would be that they participate in art class twice a week with general education peers. If you would like them to be more independent in the classroom, a possible goal could be that they transition between activities with verbal prompts at least 80% of the time.
Keep in mind that although school personnel will come to the meeting with some proposed goals, you should understand them and agree before they are finalized. Request a draft of the proposed goals several days before the meeting so you’re not going in blind.
Any other insider tips?
- Request unfamiliar terminology to be restated in simpler terms.
- Don’t be afraid to ask questions and be sure to take notes.
- Speak up if you disagree with the school’s recommendations.
- If the meeting starts to go long, request to continue it on another day so it doesn’t feel rushed and everyone can give it their full attention.
- Remember that although labels can be scary, they allow your child to receive additional services and won’t limit their potential.
Keep in mind that school personnel may view your child from a different perspective. Advocate for the child you know best, and remember that you are the most important member of the IEP team.
