The ABCs of an IEP
With summer ending and the school year ready to begin, Individualized Education Programs (IEPs) are at the front of our minds. Navigating IEP meetings, especially for the first time, can seem overwhelming. However, we will break it down and give you the “ABCs” by answering the most common questions to make your family feel confident and comfortable heading into the new school year!
“What do all of the abbreviations mean?”
There are a LOT of abbreviations utilized when it comes to special education services. Check out the graphic below, or even screenshot it on your phone to keep on standby as a cheat sheet!
Please note: Not all terms on this infographic are discussed in this article. For more information, check out Minnesota’s fact sheet here.
“What is an IEP?”
To understand what an IEP is, we first need to talk about the Individuals with Disabilities Education Act (IDEA). IDEA established a federal law requiring schools to provide specialized programs and services for kids with disabilities to ensure they receive equal educational opportunities to help them succeed at no additional cost to parents (Fish, 2008; Siegel, 2020). Services covered under the IDEA include speech-language pathology, audiology services, psychological services, physical therapy, occupational therapy, recreation (including therapeutic recreation), social work services, counseling services, orientation/mobility services, medical services, interpreting services, one-on-one instructional aide, transportation, technological devices, and school nurse services (Siegel, 2020; US Department of Health and Human Services, 2004).
Please note: This list is not exhaustive! Any services deemed necessary at an IEP meeting will be covered (Siegel, 2020).
The IEP itself includes educational needs, goals/objectives, placement, evaluation criteria, the present level of educational performance, and duration of modifications (Fish, 2008; US Department of Health and Human Services, 2004). To put it more simply, the IEP includes information about how the child can be best supported at school and a direct plan for how school staff will help them succeed under the IDEA (Fish, 2008; Siegel, 2020).
“What is an IEP meeting? And who should be there?”
An IEP meeting is where the student’s IEP is made!
IEP meetings must occur once yearly AT MINIMUM to ensure it best meets your child’s needs (Siegel, 2020).
An IEP meeting can occur more than once per year if any changes are desired - you are entitled to an IEP meeting whenever you feel one is needed (Siegel, 2020)! Key members of IEP meetings are (Siegel, 2020; US Department of Health and Human Services, 2004):
YOU (caretakers)
Your child (if appropriate)
Your child’s teacher - special education and/or typical classroom teacher (if in a typical classroom setting for at least part of the day)
Member of assessment team if first IEP meeting
School administrator responsible for special education
Specialists (such as occupational therapists, speech-language pathologists, school psychologists, etc.)
Anyone related to your child’s care that you want to be there! This might include your physician, lawyer, or evaluator
Interpreter (if applicable)
“How do I advocate for my child?”
First things first, the best way to advocate for your child is to come prepared with your child’s strengths and areas of difficulty (Siegel, 2020). By coming prepared with information specific to your child, the IEP team can best make recommendations for how to support them. For an IEP to be successful, it must be individualized!
Next, speak up! No one knows your child better than you. When parents have an equal voice during IEP meetings, their children are more likely to receive quality services (Fish, 2008). Additionally, open communication between parents and educators/support staff during IEP meetings fosters positive, open relationships (Fish, 2008).
Bring your kid along (if appropriate)! Have you ever had someone make a decision that impacts you without your input? Boy, is it frustrating! Additionally, we know we just said “No one knows your child better than you,” but that isn’t completely true - your child knows themselves best! Additionally, allowing your child to direct their IEP meeting allows them to develop self-advocacy, goal setting, and self-evaluation skills beneficial for all stages of life (Martin et al., 2006)!
“I think my child might benefit from an IEP… How do I get started?”
Every school district is required to identify, locate, and evaluate any children who may qualify for special education services (Siegel, 2020). IDEA (see above) requires the child to meet the criteria in the following infographic.
In Minnesota, where SENSE-ational Spaces is based, you can send a letter to your school requesting a formal evaluation for an IEP. Check out this fact sheet here that includes a template on pages 13 and 14.
If you or anyone you know has any questions or concerns regarding the IEP process, feel free to reach out to the occupational therapists at SENSE-ational Spaces who can point you in the right direction for resources and answer general questions!
References
Fish, W. W. (2008). The IEP meeting: Perceptions of parents of students who receive special education services. Preventing School Failure: Alternative Education for Children and Youth, 53(1), 8–14. https://doi.org/10.3200/psfl.53.1.8-14
Martin, J. E., Van Dycke, J. L., Christensen, W. R., Greene, B. A., Gardner, J. E., & Lovett, D. L. (2006). Increasing student participation in IEP meetings: Establishing the self-directed IEP as an evidence-based practice. Council for Exceptional Children, 72(3), 299–316. https://doi.org/10.1177/001440290607200303
Siegel, L. M. (2020). The complete IEP guide: How to advocate for your special ed child (10th ed.). Nolo.
US Department of Health and Human Services. (2004). IEP for students with disabilities. Minnesota Governor’s Council on Developmental Disabilities. https://mn.gov/mnddc//resources/factsheets/IEP_for_Students.pdf