Participation in extracurricular activities and other nonacademic activities is also important. For example, what special education and related services will help your child participate in the general education curriculum—in other words, to study what other students are studying?
What special education, related services, or supports will help your child take part in extracurricular activities such as school clubs or sports? Team members will include:. At least one regular education teacher , if your child is or may be participating in the regular education environment.
A representative of the sch ool system who a is qualified to provide or supervise the provision of special education, b knows about the general education curriculum; and c knows about the resources the school system has available. An individual who can interpret the evaluatio n results and talk about what instruction may be necessary for your child.
Other individuals invited by you or the school who have knowledge or special expertise about your child. For example, you may wish to invite a relative who is close to your child or a child care provider. The school may wish to invite a related services provider such as a speech therapist or a physical therapist.
With your consent, the school must also invite representatives from any other agencies that are likely to be responsible for paying for or providing transition services if your child is 16 years old or, if appropriate, younger. Yes, absolutely. In fact, your input is invaluable.
You know your child so very well, and the school needs to know your insights and concerns. The school staff will try to schedule the IEP meeting at a time that is convenient for all team members to attend. If the school suggests a time that is impossible for you, explain your schedule and needs.
Often, another time or date can be arranged. If neither parent can attend the IEP meeting, the school must use other methods to ensure your participation, including video conferences and individual or conference telephone calls.
This can be accomplished by keeping detailed records of:. If the school does hold the meeting without you, it must keep you informed about the meeting and any decisions made there. The school must also ask for and receive your written permission before special education and related services may be provided to your child for the first time. You can prepare for this meeting by:.
It is a good idea to write down what you think your child can accomplish during the school year. It also helps to make notes about what you would like to say during the meeting. These results will help the team decide what special help your child needs in school. Remember that you are a very important part of the IEP team. You know your child. Share what you know about your child and what you would like others to know. This will allow the team to discuss and decide:. The IEP team will also talk about the related services your child may need to benefit from his or her special education.
The IDEA lists many related services that schools must provide if eligible children need them. Examples of related services include:. This list does not include every related service a child might need or that a school system may offer.
Supplementary aids and services can also play a pivotal role in supporting the education of children with disabilities in the general education classroom and their participation in a range of other school activities.
That is also the intent of supplementary aids and services. Not surprisingly, these supports may be an important topic to discuss in the IEP meeting. Examples include but are not limited to:. None may be needed. Or many. All are intended to enable your child to be educated with children without disabilities to the maximum extent appropriate. Special factors.
Depending on the needs of your child, the IEP team must also discuss these special factors:. Assistive technology. The IEP team will also talk about whether your child needs any assistive technology devices or services.
Assistive technology devices can help many children do certain activities. Examples include:. Assistive technology services include evaluating your child to see if he or she could benefit from using an assistive device. These services also include providing the device and training your child to use it. You may have noticed that one of the components of the IEP was transition services. Beginning when your child is age 16 or younger, if appropriate , the IEP team will help your son or daughter plan ahead to life after high school and include statements in the IEP with respect to:.
These activities can include postsecondary education, vocational education, integrated employment including supported employment , continuing and adult education, adult services, independent living, or community participation. With respect to your child, this coordinated set of activities:. Transition services can be provided as special education if they are specially designed instruction or as a related service, if they are required for your child to benefit from special education.
As you can see, there are a lot of important matters to talk about in an IEP meeting. Try to keep in mind that the other team members are all there to help your child.
If you hear something about your child that surprises you, or that is different from the way you see your child, bring it to the attention of the other members of the team. Feel free to ask questions and offer opinions and suggestions. This includes the services and supports the school will provide for your child.
It will also include the location where particular services will be provided. The placement decision is made by a group of persons, including you, the parent, and others knowledgeable about your child, the meaning of the evaluation data, and the placement options. In some states, the IEP team makes the placement decision. In other states, the placement decision is made by another group of people. In all cases, you as parents have the right to be members of the group that makes decisions on the educational placement of your child.
Which of these placements is most appropriate for your child? IDEA strongly prefers that children with disabilities be educated in the general education classroom, working and learning alongside their peers without disabilities. In fact, placement in the regular education classroom is the first option the IEP team should consider.
With the support of supplementary aids and services, can your child be educated satisfactorily in that setting? If not, then the group deciding placement will look at other placements for your child. Yes , the school must obtain your informed written consent before the initial provision of special education and related services to your child and must make reasonable efforts to obtain that consent. The school system is not considered in violation of its requirement to make a free appropriate public education available to your child.
Your lack of consent, however, means that your child will not receive special education and related services in school. At any time after providing initial consent, you may revoke consent, in writing, for the continued provision of special education and related services. Once you revoke consent, the school system may no longer provide special education and related services to your child, and they may not use mediation or due process procedures to try to override your revocation of consent.
Once you revoke consent, your child will be no longer receive the services and supports that were included in his or her IEP. Additionally, there are also a number of other consequences that may arise, such as how your child may be disciplined. The team will talk about:.
These tests might include measures of specific school skills, such as reading or math, as well as more general developmental skills, such as speech and language.
Testing does not necessarily mean that a child will receive services. Once the team members complete their individual assessments, they develop a comprehensive evaluation report CER that compiles their findings, offers an educational classification, and outlines the skills and support the child will need.
The parents then have a chance to review the report before the IEP is developed. If parents disagree with the report, they will have the opportunity to work together with the school to come up with a plan that best meets the child's needs. The next step is an IEP meeting, during which the team and parents decide what will go into the plan.
Also, a regular classroom teacher should attend to offer suggestions about how the plan can help the child's progress in the standard education curriculum and how it can be used in a regular classroom setting, if that's appropriate.
At the meeting, the team will discuss a student's educational needs — as described in the CER — and come up with specific, measurable short-term and annual goals for each of those needs.
The cover page of the IEP outlines the related services and supports students will receive and how often they will be provided. These can include many different things; for example, transportation; speech-language pathology and audiology services; psychological services; physical and occupational therapy; recreation, including therapeutic recreation; social work services; and medical services for diagnostic and evaluation purposes only.
If the team recommends several services, the amount of time they take in the child's school schedule can seem overwhelming. To ease that load, some services may be provided on a consultative basis. In these cases, the professional consults with the teacher to come up with strategies to help the child but doesn't offer any hands-on instruction.
For instance, an occupational therapist may suggest accommodations for a child with fine-motor problems that affect handwriting, and the classroom teacher would incorporate these suggestions into the handwriting lessons taught to the entire class. Other services can be delivered right in the classroom, so the child's day isn't interrupted by therapy.
The child who has difficulty with handwriting might work one-on-one with an occupational therapist while everyone else practices their handwriting skills. When deciding how and where services are offered, the child's comfort and dignity should be a top priority. If a child has academic needs and is working below grade level, services may be offered outside the regular education classroom, with students getting small-group instruction in a particular subject area usually language arts or math by a special education teacher with other students who have similar needs.
The IEP should be reviewed annually to update the goals and ensure the levels of service meet the student's needs. During the school year, progress monitoring will be done often to make sure the student is achieving goals set in the IEP.
These students require a program primarily of habilitation and treatment, including training in daily living skills and the development of communication skills, sensory stimulation and therapeutic interventions. Upon application and documented educational justification to the State Education Department, approval may be granted to exceed the special class sizes. The class size may not be exceeded unless and until the State Education Department grants the variance.
Special class staffing ratios.
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