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Some schools may try to provide a blanket approach to IEP's. Make sure your child's plan is actually individualized.
First, a student must be evaluated and qualify for special education services and an Individualized Education Plan (IEP). The IEP, regardless of age, skill level, or disability category should consider each student’s needs individually. The IEP goals, support services, and accommodations, should be developed based on the specific needs of that one, individual child.
When you are participating in an IEP meeting, any language or documentation that would indicate a “blanket” approach to development of the IEP should be questioned.
For instance, a blanket approach might manifest as a “template IEP” where fields are populated based on your child’s age, disability category, or based solely on the program the school already has in place. Although there is a general outline an IEP should follow, the individual needs of your child must be considered. Your child’s IEP should not be based on other students’ IEP with similar disabilities nor should it be solely based off of, for example, current staffing or school schedules.
You should pause and ask questions if you hear language in a meeting such as “we always write the IEP with certain wording based on a child’s age/grade”. Or, “we never use that language for your child’s disability category.”
There are many things you can do to try to ensure that proper process is followed and that adequate individual consideration is applied to the development of an IEP and related documents. Below I list and describe a number of them.
Do your research: Understand your child’s disability and diagnosis. Read and understand your rights in the Individuals with Disabilities Education Act (IDEA). Look at your rights as a parent, and student.
Also review all reports, evaluations, diagnosis or other documentation surrounding your child’s disability.
Invite all appropriate professionals to the IEP meeting: You are allowed to have support at an IEP meeting. You can invite a therapist, psychologist, or other specialist if their attendance would be beneficial.
Bring a knowledgeable friend or family member: You may invite anyone you wish to support you. Perhaps it is someone who has been through the process – or maybe it is someone who simply supports you in having the courage to ask the appropriate questions.
Hire a Special Education Advocate: An advocate should be a professional who is up to date on your child’s situation, status and needs. They should be someone who is knowledgeable in special education and disability law, and who has experience supporting parents in advocating all for their child’s educational rights.
You should always approach an IEP meeting understanding what you believe the outcome should be. You, of course, will base your plan on any number of things:
Your plan development will be based on your child, individually. With their needs addressed with solutions (services, goals, accommodations, modifications…) that work for them, NOT that address an age, category, or disability.
If you want to discuss your child’s situation, give me a call for a free 15-minute initial consultation – I look forward to hearing from you! 919-510-3180
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