WHO DEVELOPS THE IEP?

WHO DEVELOPS THE IEP?

The IEP is developed by a team. This team includes school personnel and the child’s parents and as appropriate the child. This team meets AS OFTEN AS NECESSARY, but at least once a year.

Parents and Child

• the parents of the child with a disability are vital members of the IEP team
• they are their child’s best advocates and have significant expertise that no one else has
• Be prepared for the IEP meeting or your child will not get what they need.
• Review the IEP and progress notes as well as correspondence
• Do not be intimidated by the ratio of parents to the rest of the IEP team
• Prepare a comprehensive parent input document to the IEP
  • This can be facilitated by an advocate that gives a voice to the parent and child
• Parents may invite other individuals who have knowledge or special expertise regarding the child,
  • as appropriate a  private therapist or parent advocates (invited at the discretion of the parent)
• the child with a disability should attend as early as possible and when appropriate.

School Personnel Required:

• not less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment)
  • When a child is participating in the regular education environment, they describe the requirements for participation.
• not less than one special education teacher of the child
  • Special educators know how to educate children with disabilities,
• a representative of the public agency /school who is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities;
  • This Local Educational Agency representative is knowledgeable about the general education curriculum and is knowledgeable about the availability of resources of the public agency.
  • The representative of the school system must have the authority to commit agency resources.
• an individual who can interpret the instructional implications of evaluation results (usually the school psychologist)
  • interpret the child’s evaluation results and discuss what they mean in terms of instruction
    • Many evaluations are not worth the paper they are written on because they do not include the remediation needed.
    • What supports, accommodations and modifications are needed
  • other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate –
    • They are invited at the discretion of the public agency

• Transition personnel—If the IEP meeting includes planning for life after high school, staff from outside agencies may be invited to attend like the Department of Vocational Rehabilitation. You can address functional skills during these meetings as well as placement opportunities.  Don’t forget: if you need a translator or interpreter ask for one.  The language can be technical at an IEP meeting.

• Translators or interpreters—for those whose first language is not English or for those who communicate by using sign language or in another mode.
  • The school must provide an interpreter, if a parent asks for one, at no cost.

This is the first of 5 blogs addressing multiple aspects of the IEP process.  Make sure you SUBSCRIBE to the blog so you do not miss any of them.

Next on the Agenda

4. CAN YOU NAME THE 18 PARTS OF THE IEP? 1

5. 18 ESSENTIAL PARTS OF THE IEP  2

1. WRITE THE IEP RIGHT

2. DO YOU NEED A 504 OR AN IEP?

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AUTHORS

Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children. As a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant she has assisted in the development of thousands of IEPs nationally and consulted with schools. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.

MJ Gore has an MEd in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher She has been honored with the receipt of the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate that teaches professional advocates, educator, and clinicians the best practices in education advocacy.