What General Educators Need to Know

1
What General Educators Need to Know

• About I.E.P.s

2
Individualized Education Plans
(I.E.P.s)

• Definition written plan that outlines the
  special education services needed for a student
  who is disabled. Management tool designed to
  ensure match of individual needs to services
• Begins with parents consent for evaluation and
  ends with parents consent of the I.E.P.

3
Individualized Education Plans

• Components
• Statement of performance
• Disability category for receiving services
• Annual goals and short-term objectives
• Related services
• Extent of participation in regular education
• Dates and duration of services
• Criteria and evaluation procedures
• Transition Plan (over 14 years)
• Signatures of all participants

4
Individualized Education Plans

• Participants
• Special ed teacher
• General ed teacher
• Parents
• Administrator
• Psychologist
• Student (when appropriate)
• Advocates or others

5
Sample I.E.P. Format
6
Theory vs. Reality I.E.P.s

• Theory
• Parents as full partners in decision making and
  goal setting
• Psychologists share test results in
  understandable language
• Parents and teachers given copy of IEP draft
  before meeting for input

• Reality
• Less than half (34) make suggestions (Lynch
  Stein,1987)
• Tests results not understandable to parents
• Parents and teachers shown IEP draft at the
  meeting with input added then

7
Theory vs. Reality I.E.P.s

• Theory
• Administrator attends and participate in meeting
• Goals and objectives are objectively measured
• Adequate time saved for questions
• Parents rights explained
• Related services reflect students need

• Reality
• Administrator signs IEP at end (or after) meeting
• Goals and objectives are subjectively measured
• Time frame for meeting kept very short
• Parents rights handed out
• Related services reflect administrative
  convenience

8
Parents Due Process Rights

• Examine all school records
• Request an evaluation
• Refuse an evaluation
• Child remains in general ed setting until parents
  agree to special ed
• Request an independent evaluation
• Bring an advocate to the meeting

9
Parents Due Process Rights
(continued)

• Participate in I.E.P.
• Disagree with I.E.P.
• Appeal decisions made by school
• Review and amend the I.E.P.
• Expect full cooperation from school
• Have child educated in L.R.E.

10
Enhancing Parent Participation In I.E.P.
Meetings

• Prior to meeting give parents info on what to
  expect
• Arrange seating in friendly way
• Avoid negative statements
• Encourage parent questions at each step of the
  meeting
• Be conscious of group dynamics
• Summarize the meeting and identify a point person
  for further contact/questions