What Parents Needs to Know
IEP Edition
Early Intervention is Key:
Early identification and intervention are crucial for addressing learning or developmental challenges.
Positive early experiences are crucial for later success in school, work, and the community.
Parents should be proactive in seeking evaluations if they suspect their child may have a disability.
Families benefit from early intervention by addressing their children's special needs from an early age and throughout their lives.
Foundations of Early Intervention
Family training and counseling
Speech-language pathology
Vision and audiology services
Occupational and physical therapy
Early identification services
Services for children with developmental delays positively affect outcomes in health, language, cognitive development, and social/emotional development.
Avoiding Misconceptions:
Myth: Special education is only for severe disabilities.
Reality: Special education caters to a spectrum of needs, from mild to severe.
Myth: Special education separates children from their peers.
Reality: Inclusion is a common practice, promoting social and academic integration.
Myth: Learning and attention issues are not common.
Reality: As many as 1 in 5 people have them, with over half of children in special education having learning disabilities or other health impairments.
Myth: Students in special education will be labeled forever.
Reality: Special education focuses on providing services based on a child’s needs, and timely intervention can prevent a child from being in special education throughout their entire school career.
FAPE (Free Appropriate Public Education):
FAPE is a fundamental right under the Individuals with Disabilities Education Act (IDEA).
It ensures that children with disabilities receive an education tailored to their individual needs at no cost to the parents.
Five key components of FAPE
Appropriate Evaluation
Fair and appropriate assessment is crucial to identify and evaluate unique educational needs.
Individualized Education Program (IEP)
Schools are expected to provide support in the general classroom through supplementary aids, modifications, and special education services before considering alternative placements.
Services must be designed to meet the student's unique needs, preparing them for further education, independent living, and employment.
Least Restrictive Environment (LRE)
Access to the general curriculum in the same setting is a key principle.
Students with disabilities should be educated with nondisabled students to the maximum extent possible.
Various placement options exist, including "inclusion" and "mainstreaming"
Alternative, more restrictive placements may be considered if it better benefits the student's learning.
In addition to academics, students with disabilities should participate in non-academic services, such as meals, physical education, and recess.
Parent Participation
Students with disabilities must receive special education services without incurring costs for parents.
Procedural Safeguards
Students and parents have due process rights to voice objections regarding assessments and services.
Students with disabilities are entitled to necessary supplementary aids at no cost to parents.
Individualized Education Program (IEP):
An IEP is a legally binding document developed for each child with a disability.
It outlines the child's learning goals, the services the school will provide, and how progress will be measured.
Key Components of an IEP:
Current Performance
Annual Goals
Special Education and Related Services
Participation with nondisabled children.
Participation in state and district-wide tests.
Dates and places
Transition services needs.
Measuring progress
Collaboration with School Professionals:
Open communication with teachers, special education staff, and administrators is vital.
Regular meetings to discuss the child's progress and any necessary adjustments to the IEP are essential.
Understanding Differentiated Instruction:
Teachers should employ varied teaching methods to accommodate diverse learning styles.
Parents should advocate for instructional strategies that align with their child's unique needs.
Parents should consider hiring a special needs child advocate when they believe their child's needs are not being met, and the school lacks professionalism, helpfulness, or transparency.
Denial of FAPE:
The school neglects to deliver the special education or related services outlined in the child's IEP.
Accommodations specified in the child's IEP are not provided by the school.
The school falls short in conducting a comprehensive assessment of the child in all suspected areas of disability.
Inappropriately, the school assesses the child.
The child is placed in an inappropriate educational setting.
The child does not achieve any of the goals outlined in the IEP, and the school fails to make necessary adjustments.
The school conducts an IEP meeting without notifying the parent.
Emphasis on Assistive Technology:
Utilizing technology to support learning is an integral part of special education.
Parents should explore available assistive technology options for their child.
Assistive technology can look like:
Text-to-Speech Software
Speech-to-Text Software
Screen Readers
Word Prediction Software
Audio Books and E-books
Graphic Organizers
Augmentative and Alternative Communication (AAC) Devices
Electronic Math Worksheets
Interactive Whiteboards
Electronic Spelling and Grammar Checkers
Braille
Sensory Devices
Adaptive Keyboards and Mice
Time Management Apps
Electronic Worksheets with Variable Fonts and Colors
Transition Planning:
Special education aims to help students move smoothly into regular classes and grow into successful adults who no longer need specialized services. Transition services might not always be needed because special education is diverse, and the individualized assistance a child receives can set the stage for a successful adulthood.
Preparing for life after high school is crucial.
Transition services in the IEP can include vocational training, job placement, and independent living skills.