Better Learning Ahead!
Make sure the IEP is enforceable.
If your child qualifies for special-ed services under the Individuals with Disabilities Education Act (IDEA), you will become part of the team that develops an Individualized Education Program (IEP). The IEP specifies your child's educational goals and how those goals will be met in the "least restrictive environment" -- which generally refers to a regular classroom.
The goals should be specific, measurable, and achievable. Include time limits: "By month three, James will reduce his interruptions from ten per day to two per day." The IEP should explain exactly how James will be taught to stop interrupting. Unless the strategies are specified, there's no way to enforce them.
To learn more about writing and implementing an IEP, take a look at the federal Education Department's "Guide to the Individualized Education Program" (Ed.gov). It describes the required provisions of an IEP and the composition of the team, and tells how to put the plan into practice. It even shows a sample IEP.
Insist on a customized plan.
The school may try to tailor your child's IEP around its existing programs, even though IDEA requires schools to customize the plan based on the child's needs. If you're not satisfied with the IEP, don't agree to it. The school may offer something more, or you can request a due-process hearing. If you prevail in the hearing, the school district may have to pay for your child's education in another school that offers the needed services - even if it's a private school.
Monitor your child's progress.
By law, the educational team must meet annually to review your child's IEP. Many school districts schedule the annual meeting in the spring, so that team members can review current strategies and set goals for the coming year. In addition, you can request a meeting whenever you think one is needed. You may want to revisit your child's IEP at the beginning of each school year. Her progress during the summer, or the demands of the new grade, may necessitate changes in the plan.
If your child receives special services under a Section 504 Plan, the school is not required to hold an annual review or to involve parents in meetings. However, you may still request a meeting at any time, and many schools invite parents to participate in the process.
Create a paper trail.
As you secure services for your child, put all requests, concerns, and thank-you's in writing -- and keep copies on file. A note asking the teacher for your child's test scores can be valuable if you later have to document that the request went unmet.
After each IEP meeting and conference with school staff, summarize the main points in a letter to participants. This establishes a written record of what was said.
A recent U.S. Supreme Court decision underscored the importance of good record-keeping. The Court ruled that, in a due-process hearing, the legal burden of proving that a plan fails to meet a child's needs falls on the parents. It's more important than ever to document your child's difficulties, to be assertive about receiving progress reports, and to push for changes to the IEP as the need arises.
Seek support.
If at any point you reach an impasse with school authorities - or if you just want an expert to accompany you to meetings - contact an educational advocate or attorney. Many offer free or low-cost consultation. To find one in your area, look online at chadd.org, ldanatl.org, copaa.org, or wrightslaw.com.
This article comes from the August/September 2006 issue of ADDitude.
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