IEPs: individualized education plan
(http://www.kidshealth.org/parent/positive/learning/iep.html) |
Children
with delayed skills or skills advanced for their age level may be eligible for
special services that can provide individualized instruction and programs in
public schools, free of charge to your family. If you understand how to access
these services, you'll be a better advocate for what your child needs.
Following the passage of the Individuals with Disabilities Education Act (IDEA 97), parents of children with special needs have become even more important members of their child's education team, working with educators to develop a plan that will help their child succeed in school. This individualized education plan (IEP) describes the goals the team has set for the child for the school year, as well as any special supports that are needed to help achieve those goals.
Who
Needs an IEP?
A
child who has difficulty learning and functioning and has been identified as a
special needs student is the perfect candidate for an IEP. Children who are
struggling in school may qualify for support services, allowing them to be
taught in a special way, for a variety of reasons:
learning
disabilities
attention
deficit hyperactivity disorder
emotional
disorders
mental
retardation
autism
hearing
impairment
visual
impairment
speech
or language impairment
developmental
delay
Other
children who have advanced skills, either overall or in one specific area of
learning such as math or reading, may need an enriched education curriculum so
they don't become bored.
In
most cases, the services and goals outlined in an IEP can be provided in a
standard school environment. This can be done in the regular classroom (for
example, a reading teacher helping a small group of children who need extra
assistance while the other kids in the class work on reading with the regular
teacher) or in a special resource room in the regular school. The resource room
can serve a group of children with similar needs who are brought together for
help.
However,
children who need intense intervention may be taught in a special school
environment. These classes have fewer students per teacher, allowing for more
individualized attention. In addition, the teacher usually has specific
training in helping children with special educational needs. The children spend
most of their day in a special classroom and join the regular classes for
nonacademic activities (like music and gym) or in academic activities in which
they don't need extra help. Because the goal of IDEA 97 is to make sure that
each child is educated in the least restrictive environment possible, usually
every effort is made to help children stay in a regular classroom. However,
when the child's needs are best met in a special class, then he or she may be
placed in one.
The
Referral and Evaluation Process
The
referral process generally begins when a teacher or parent notices a child is
having trouble in the classroom, and the teacher notifies the school counselor
or psychologist. The first step is to gather specific data regarding the
student's progress or academic problems. This may be done through:
a
conference with parents
a
conference with the student
observation
of the student
analysis
of the student's performance (attention, behavior, work completion, tests,
classwork, homework, etc.)
Having
this information will help school personnel determine the next step. At this
point, strategies that are specific to the student could be implemented for a
period of time, which may help him or her become more successful in school. If
this doesn't work, then the child would be tested for a specific learning
disability to help determine whether the child qualifies for special services.
It's important to note, though, that the presence of a disability doesn't
automatically guarantee the child will receive services. For a child to be
eligible, the disability must affect the child's functioning at school.
To
determine a child's eligibility, a multidisciplinary team of professionals will
evaluate the child based on their observations; the child's performance on
standardized tests; and daily work such as tests, quizzes, classwork, and
homework. The professionals on the evaluation team may include:
a
psychologist
a
physical therapist
an
occupational therapist
a
speech therapist
a
special educator
a
vision or hearing specialist
others,
depending on the specific needs of the child
As
a parent, you can decide whether to have your child assessed. If you choose to
do so, you'll be asked to sign a permission form, which will describe the kinds
of people involved in the process and the types of tests they use. These tests
may include measures of specific school skills, such as reading or math, as
well as more general developmental skills, such as speech and language.
Once
the team members complete their individual assessments, they develop a
comprehensive evaluation report (CER) that compiles their findings 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.
Development
of an IEP
The
next step is an IEP meeting at which the team and parents decide what will go
into the plan. In addition to the evaluation team, a regular teacher should be
present to offer suggestions about how the plan can help the child's progress
in the standard education curriculum.
At
the meeting, the team will discuss your child's educational needs - as
described in the comprehensive evaluation report - and come up with specific,
measurable short-term and annual goals for each of those needs. If you attend
this meeting, you can take an active role in helping to develop the goals and
determining which skills or areas will receive the most attention.
The
cover page of the IEP outlines the support services your child will receive and
how often they will be provided (for example, occupational therapy two times
per week). Support services may include special education, speech therapy,
occupational or physical therapy, counseling, audiology, medical services,
nursing, vision or hearing therapy, and many others.
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 his
or her handwriting, and the classroom teacher would incorporate these
suggestions into the handwriting lessons being taught to the entire class.
Other services can be delivered right in the classroom, so the child's day
isn't interrupted by therapy. For the same child who has difficulty with
handwriting, an occupational therapist might work one on one with him or her
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.
The
IEP will be reviewed annually to update the goals and make sure the levels of
service meet your child's needs. However, IEPs can be changed at any time on an
as-needed basis. If you think your child needs more, fewer, or different
services, you can request a meeting and bring the team together to discuss your
concerns.
What
Are Your Legal Rights?
Specific
timelines ensure that the development of an IEP moves from referral to
providing services as quickly as possible. Be sure to ask about this time frame
and pick up a copy of your parents' rights when your child is referred. These
guidelines (sometimes called procedural safeguards) outline your rights as a
parent to control what happens to your child during every step of the process.
The
parents' rights also describe how you can proceed if you disagree with any part
of the comprehensive evaluation report or the individualized education plan -
mediation and hearings are both options. You can obtain information about
low-cost or free legal representation from the school district, or, if your
child is in Early Intervention (for kids ages 3 to 5), you can get info through
that program. Attorneys and paid advocates familiar with the IEP process will
provide representation if you need it. You may also invite anyone who knows or
works with your child to be a part of the IEP team if you feel his or her input
would be helpful.
A
Final Word
The
IEP process is complex, but it's also an effective way to develop a plan that
addresses how your child learns and functions. If you have concerns, don't
hesitate to ask questions about the evaluation findings or the goals
recommended by the team. You know your child best and should play a central
role in creating a learning plan tailored to your child's specific needs.
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