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In this Issue:
Participating Effectively
in an IEP Meeting
Dear Friends and Family Caregivers,
This month's Special EDition focuses on how to participate in an IEP meeting. These meetings can be emotional and overwhelming, but knowing how to work with the education team effectively is very important. You are a key member of the team with the unique perspective that comes with the long view of your child's developmental history, dreams, and resources.
Your participation is very important. As the IDEA notes:
"Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by... strengthening the role and responsibility of parents and ensuring that families ... have meaningful opportunities to participate in the education of their children at school and at home."
The most important thing to remember is that information is power. Contact your Parent Training and Information (PTI) Center so that you can attend a training on special education and learn what the process should be like. Here are some other key points:
You are guaranteed the right to participate in the meeting and help develop the IEP, so your concerns matter. Having them in writing can help you remember your key points during the meeting.
School personnel should not come to a meeting with a finalized document, but they may have a draft of some items. The IEP is created based on the student's unique needs and strengths, and the meeting is the place where all of that is discussed.
Districts are not allowed to set time limits for IEP meetings. If a meeting cannot be completed in the allotted time, then the team can schedule additional time to complete the IEP. Do that before you leave the meeting if possible.
Ask questions to help you understand and clarify what others are saying. Don't feel pressured to agree to something if you are unsure about it.
Take a break if you get overwhelmed or upset during the meetings. These discussions about your child can be very difficult.
Bring a support person with you—being the only one on "your side of the table" can be hard.
Learn to say "I respectfully disagree" or "Help me understand—can you give me an example?"
Bring a picture of your child, to help everyone remember why you are all there.
Sit next to the note-taker at the meeting. During introductions, make sure you know who the "administrative designee" is—the person authorized to commit district resources such as transportation, technology, training, or specialized curricula.
Don't sign the document at the meeting—sign that you attended, but wait to go over the document after the meeting to be sure you are in full agreement before signing.
If a required team member is absent unexpectedly, don't feel pressured to excuse them in writing. If their presence is important, reschedule the meeting.
If you have specific questions about education and students with disabilities ages 0 22, call your local Parent Training and Information Center (PTI).
Specific legal code on parent participation:
Top 10 Reasons why Parent Involvement is Crucial for IEP Success
A great summary of your rights around participation
Other resources on effective participation:
Your Child's IEP: Practical and Legal Guidance for Parents
18 tips
UPCOMING DREDF WORKSHOPS
REGISTRATION IS REQUIRED. SPACE IS LIMITED.
Understanding the Special Education Process: IEP Basics & Beyond
FREE! An overview of the special education process, Section 504, and IDEA laws.
Date: Second Monday of the month (not offered August or December)
Next Offered: July 8, 2013
Time: 6:00 – 8:30 pm (Pizza included!)
Where: DREDF, Ed Roberts Campus, 3075 Adeline St., Berkeley, CA 94703
Classroom: The Bernard Osher Foundation Education Center, First Floor
Must Register: Contact Annelise at (510) 644-2555 X5227 or
mhourani@dredf.org
© 2013
Advocacy Tip of the Month:
Your signature is your legal agreement, so sign only when you fully understand and agree with the IEP.
Acronyms:
CDE – CA Department of Education
DOE – US Department of Education
FAPE – Free Appropriate Public Education
IDEA – Individuals with Disabilities Education Act
IEP – Individualized Educational Program
Indicator 5 – OSEP State Performance Indicator on LRE
LRE – Least Restrictive Environment
OCR – Office for Civil Rights
OSEP – US Dept. of Education, Office of Special Education Programs
SPP – State Performance Plan
Related Links:
DREDF Special Education Training Materials
DREDF eNewsletter Archives including Special EDition
Special Education Rights and Responsibilities (SERR) book
Wrightslaw: From Emotions To Advocacy
Encouraging Active Parent Participation in IEP Team meetings (PDF)
IEP Team Meetings: A guide to Effective Participation for Parents (PDF)
Combined Federal Campaign #11944
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CONTACT DREDF:
info@dredf.org
www.dredf.org
3075 Adeline Street, Suite 210
Berkeley, CA 94703
510.644.2555 v
510-841-8645 fax/tty
800-348-4232
Government Affairs Office:
1825 K Street, NW, Suite 600
Washington DC 20006
800-348-4232