Introduction to special education 2
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Referencebooklet.pdf
NICHCY: www.nichcy.org 1 Developing Your Child’s IEP
Developing Your Child’s IEP
Being a parent is the most wonderful—and hardest—job in
the world. If you ha ve a child with special needs, your job is no less wonderful, but it can be more complicated.
Your child’s education is most likely an area of great interest to you. As a child with a disability, he or she may be eligible
for special education services in school. If so, then it will be important for you to learn:
• more about special education;
• how special education services can support your child; and
• what part you can play in the special education process.
The good news is that there’s a lot of information available for parents.1 This guide can help you learn what you need to
know. It explains the basics of the special education process and gives you information on how to be an effective partner
with your child’s school.
Thanks to a powerful and important federal la w called the Individuals with Disabilities Education Act, or IDEA, children
with disabilities are entitled to a “free appropriate public
America’s future
walks through the
doors of our
schools every day.
—Mary Jean LeTendre
P.O. Box 1492
Washington, DC 20013
1.800.695.0285 (V/TTY)
www.nichcy.org
April 2009
A Parent’s Guide
National Dissemination Center for Children with Disabilities
NICHCY: 1.800.695.0285 2 Developing Your Child’s IEP
education” (often called FAPE).2
This means that schools must provide eligible children who
have a disability3 with specially designed instruction to meet
their unique needs at no cost to the children’s parents. This
specially designed instruction is known as special education .4
IDEA includes a great deal of information to help states
design special education programs for children with
disabilities. IDEA also includes regulations to protect the rights of parents and children.5
Getting to know IDEA will be very useful to you,
because it is the basis of your child’s educational rights. Detailed information is available on the official IDEA site
established by the Department of Education, at: http:// idea.ed.gov. NICHCY can also help you learn about this law. We have many publications that explain IDEA’s requirements. Some publications are short, others go
into detail. All are available on our Web site—
www.nichcy.org
It’s also helpful for you to know the policies of your state and local school district. These must be based on,
and consistent with, IDEA’s
minimum requirements, but they often spell out important
details about procedures and guidelines in your area. Call
or write your state depart- ment of education (or your
local school district) and ask for a copy of your state (or
local) special education regulations. There may also
be a special education handbook or parent guide
available from your state or local district. You can find contact informa-
tion for your state department of education on NICHCY’s website, at: www.nichcy.org/
Pages/StateSpecificInfo.aspx
One of the most important parts of the special education process is creating a plan
for your child’s education. This plan is called the Individualized Education Program, or the IEP.6 The IEP is the foundation for your child’s education, and you are a very important member of the
team that develops it. Your child’s IEP lists the special education services your child
will receive, based upon his or her individual needs. This is why it is so
important that you understand and help develop your child’s IEP.
1 “Parent” includes anyone who is legally responsible for the care and well-being of a child. This can be a guardian, grandparent, stepparent, surrogate parent, foster parent, or natural or adoptive parent. IDEA defines “parent” at 34 CFR §300.30.
2 34 CFR §300.17—Free appropriate public education. 3 34 CFR §300.8—Child with a disability. 4 34 CFR §300.39—Special education. 5 34 CFR §§300.500 - 300.537, which contain IDEA’s procedural safeguards. 6 34 CFR §§300.320 - 300.328—Individualized Education Programs . 7 34 CFR §300.322, §300.323, and §300.501(b)—Parent participation; When IEPs must be in
effect; Parent participation in meetings, respectiv ely.
Table of Contents
A. The IEP Process . . . . . . 3
B. The IEP Document. . . . . . 9
C: Deciding Your Child’s
Placement . . . . . . . . . 21
D. Participating in the IEP
Meeting . . . . . . . . . . . 23
NICHCY: www.nichcy.org 3 Developing Your Child’s IEP
his or her needs and strengths, and what type of
educational program would be appropriate. You
should feel free to ask questions and offer suggestions. You will also want to feel comfortable
that the team has spent enough time talking and planning before filling out the various sections of
the IEP. We’ll tell you more about what to expect in this guide.
2. Where and when do IEP meetings take place?
You and the school agree on where and when to
have the IEP meeting. Usually, meetings are held at school during regular
staff time. This means the meeting can
happen before, during, or after the
regular school day. By law,7 the school must
tell you in writing:
• the purpose of the
meeting;
If you’ve never helped to develop
an IEP before, the information we’ve included in this guide may seem
overwhelming. It helps to think of the IEP both as a process and as a
document to be written. Understand the process one step
at a time—it has many parts. Learn the process of writing the
document the same way. It, too, has many parts.
You will quickly become familiar
with all the steps to writing an IEP. If your child continues to receive
special education each year, you will soon become an IEP expert yourself!
1. What’s involved in developing my child’s IEP?
Developing your child’s IEP involves two main things:
(1) the IEP meeting(s), where you, your child (at
times), and school staff members together decide on an educational program for your son or
daughter; and
(2) the IEP document, which puts the decisions from that meeting in writing. Among other things,
this document lists the services and supports your child will receive.
The entire IEP process is a way for you and the school to talk about your child’s needs and to create
a plan to meet those needs. Let’s look at the process, starting with the IEP meeting.
The IEP meeting is somewhat formal. By law,
certain people must attend. People sign in to show who is there. Lots of papers are looked at and
passed around. People will talk about your child,
A. The IEP Process
§ Special Symbols in This Issue §
As you read the explanations about IDEA, you will find footnotes pointing you to specific sections of the Federal
regulations, such as §300.320. You can use these references to locate the precise sections in the Federal regulations that
address the issue being discussed. For example, a footnote refers you to §300.320 when the topic being discussed is
“content of the IEP.” (The § symbol means “section.” The 34 CFR refers to Title 34 in the Code of Federal Regulations.)
This reference tells you that, to read the exact words IDEA uses to describe the content of an IEP, you would look
under Section 300.320 in IDEA’s regulations. The regulations can be searched online or downloaded from:
http://idea.ed.gov/explore/view/p/
%2Croot%2Cregs%2C300%2C
NICHCY: 1.800.695.0285 4 Developing Your Child’s IEP
4. Who attends the IEP meeting?
Under IDEA, certain people (listed next) must be
part of the IEP team. 9 It is important to note that there doesn’t ha ve to be a different person for every
role. Often, one person carries more than one responsibility on the team.
✓ You, as Parent(s)
✓ School Administrator—a member of the school district who knows about the general
education curriculum (the same curriculum taught to children who do not have disabilities) and the
resources available to the school. This person must also be qualified to pro vide or supervise special
education services.
✓ General Education Teacher—at least one general education teacher, if your child is (or may
be) participating in the general education class.
✓ Special Education Teacher—at least one of your child’s special education teachers or, if
appropriate, at least one special education provider
who works with your child.
✓ Evaluation Personnel—someone who kno ws about your child’s evaluation, what the evaluation
results were, and what the results mean in terms of instruction. This could be a school psychologist, an
administrator, or one of your child’s teachers.
✓ Your Child —if the IEP team will be talking about how to prepare your child for life after high
school (called transition planning10), your child must be invited to the meeting. Otherwise, deciding
when and how your child will participate in the IEP meeting is a decision you and your
child can make. Students are encouraged to take part in developing their own IEPs.
Some students in elementary school come to the meeting just to learn a little about
the process or to share information about themselves. As students get older, they take
a more active role.
• the time and place for the
meeting;
• who will be there; and
• that you may invite other
people who have knowledge or special expertise about
your child to the meeting.
Also—
• The school must hold the meeting to develop your child’s IEP within 30 calendar days of
when your child is found eligible for special education services.
• You must agree to the program, in writing, before the school may carry out your child’s
first IEP.
• The IEP must be reviewed at least once every 12 months and revised as necessary.
It may take more than one meeting to write a
complete IEP. If you find more time is needed, ask the team to schedule another meeting.
You may ask for an IEP meeting at any time, if you feel that changes need to be made to your
child’s educational program. Some teams like to meet near the end of a grading period to talk about
the student’s progress and to make changes to the IEP, as needed.
3. Does the IEP meeting have to be in person?
No. When holding an IEP meeting,
you and the school may agree to use other means of participation. For
example, some members may participate by video conference or
conference calls.8
NICHCY: www.nichcy.org 5 Developing Your Child’s IEP
Other members of the team11
In addition to the people
listed above, you and the school can invite other people to the
IEP meeting. This can include:
✓ Translators or interpreters—If English is not your first language, or if you communicate by using sign language or in another
mode, the law says the school must provide an interpreter, if you ask for one.
✓ Transition personnel—If the IEP meeting will include planning for your child’s life after high school, staff from outside agencies may be invited
to attend with your consent. This is especially important if an outside agency may be responsible
for providing or paying for transition services. An example of such an agency might be the
Department of Vocational Rehabilitation.
✓ Others with knowledge or special expertise about your child—Many parents find it helpful to have a support person at the IEP meeting. This may be another parent, a friend, an advocate, or a
consultant. Others could include student friends, specialists, tutors, educational consultants, or
school staff. It can also include therapists or other related services personnel who
work with your child. Both you and the school have
the right to invite such individuals to join the
team.
5. What do different team members bring to the IEP process?
As you can see, there can be
many people on an IEP team. While everyone shares in the
discussion, you will find that each brings his or her own point of view and
experience. Let’s look at what each person might add to your child’s IEP.
The Special Education Teacher
Your child’s special education teacher is a
specialist about disabilities and individualized instruction. He or she understands ho w and when
to use different teaching styles and instructional methods to meet your child’s needs. Usually, the
special education teacher—
• has been involved in your child’s evaluation;
• understands the results; and
• can explain and interpret the results.
The special educator can talk about how lessons
may need to be adapted or modified to help your child learn. He or she may also talk about the
supports and supplementary aids your child may need to fully participate in learning and other
school activities, such as assistive technology, an instructional assistant, or peer buddy. The special
educator may take the lead in developing your child’ s goals, focusing on those areas where your
8 34 CRF §300.328—Alternate means of participation.
9 34 CFR §300.321—IEP team.
10 34 CFR §300.43(a)(1)—Transition services. A coordinated set of activities for a student with a disability designed to promote movement from school to
postschool activities, including postsecondary education, vocational training, integrated or supported employment, continuing and adult education, adult
services, independent living, or community participation.
11 34 CFR §300.321—IEP team.
NICHCY: 1.800.695.0285 6 Developing Your Child’s IEP
child has special instructional needs. In many
schools, the special educator also makes sure that all the people who help your child follow the plan
written in the IEP.
The General Education Teacher
The general education teacher knows the curricu- lum for your child’s grade level and what students
in general education classes are typically expected to do. If your child is going to be educated in the
general education classroom for any part
of the school day, then the general
education teacher will talk about
what your child will be taught and
expected to learn. He or she may also
talk about any supports, changes, and services your child needs to
be successful. The general education teacher may also tell the rest of the team what he or she needs
to help your child understand the general educa- tion curriculum and achieve the goals listed in the
IEP.
The Parent(s)
As a parent, you bring very important information to the IEP meeting. You know your
child’s strengths and weaknesses and all the little differences that make your child unique. Your
knowledge can help the team develop an IEP that will work best for your child. Tell the team what
goals are most important to you and to your child. Also share your concerns and give insights about
your child’s interests, likes and dislikes, and learn- ing styles. By being an active IEP team member y ou
can ensure that your child’s IEP is developed with thought given to long-term needs for a successful
adult life.
Your job at the IEP meeting is to:
• learn and understand the process;
• share information;
• ask questions;
• offer suggestions;
• keep the team’s focus on “the big picture” and
your child’s long-term needs; and
• speak up on your child’s behalf.
Being actively involved in your child’s IEP is your choice. To help you participate, the school must
make reasonable efforts to:
• schedule the IEP meeting so you can come;12
• provide an interpreter for you, if needed;13
• inform you about the meeting; 14 and
• inform you of your rights and where to find
help in understanding them.15
If you can’t attend the meeting where your child’s
IEP is dev eloped, the school will need to use other ways to ensure you can participate, including
individual or conference telephone calls or video- conferencing.16 However, if you decide not to
participate in writing your child’s IEP, the school can hold the IEP meeting without y ou.17 It may
12 §300.322(a)—Parent participation: Public agency responsibility—general.
13 §300.322(e)—Parent participation: Use of
interpreters or other action, as appropriate.
14 §300.322(b)—Parent participation:
Information provided to parents.
15 §300.503(b)—Prior written notice by the public agency; content of notice: Content of notice.
16 §300.322(c)—Parent participation: Other methods to ensure parent participation.
17 §300.322(d)—Parent participation: Conducting an IEP meeting without a parent in attendance.
NICHCY: www.nichcy.org 7 Developing Your Child’s IEP
not provide initial services to your
child, however, without your consent.18
Your Child
When your child participates
in the IEP meeting, it can have a powerful effect. Just having your
child at the meeting can make the IEP process come more alive.
Requests and suggestions that come directly from your child can carry
more weight than when you voice them. Many parents are sometimes surprised when
they hear their children speak about their disabil- ity, their educational desires, and their goals for the
future. And sometimes teachers learn things about their students that they didn’t know before.
Depending on your child’s age and ability, the
role he or she plays as an IEP team member can be as broad as your own or limited to what you and
your child feel most comfortable with. When your child is part of the IEP process, the program can be
much more worthwhile to him or her, instead of something to put up with. Taking part in IEP
meetings also helps your child learn to speak up for him or herself and develop valuable self-
advocacy skills.
The Administrator
The administrator at the IEP must know what resources the school has available. This person
must also have the power to commit the resources needed so that services can be provided as outlined
in your child’s IEP.
6. What happens at the IEP meeting?19
At the IEP meeting the team will develop, review, and/or revise the IEP document. You and the other
team members will work to create an IEP that is educationally appropriate and that the team can
agree on. Before the meeting, school staff usually write down their ideas of what needs to be in your
child’s IEP. It’ s a good idea for you to jot down
what is most important to you. You
can share these ideas with other members of the team before the
meeting, if y ou wish. You can also ask the school to send you draft
ideas, so you can look them over before meeting. Team members
can also get copies of your child’s recent tests or evaluations.
During the meeting, each person
takes a turn in the discussion. The discussion will include talking about:
• your child’s strengths;
• your concerns for enhancing y our child’s education;
• the results of the most recent evaluation of your
child; and
• your child’s academic, developmental, and
functional needs.
The team will also talk about what is sometimes referred to as “special factors” 20 or “special consid-
erations,” asking and answering the following questions:
• Does your child have communication needs?
• Does your child need assistive technology services and devices?21
• Does your child’s behavior interfere with his or
her learning or the learning of others?
18 34 CFR §300.300(b)—Parental consent: Parental consent for services.
19 34 CFR §300.324—Development, review, and revision of IEP.
20 34 CFR §300.324(a)(2)—Consideration of
special factors.
21 34 CFR §§300.5 and 300.6—Assistive technology device; Assistive technology
service, respectively.
NICHCY: 1.800.695.0285 8 Developing Your Child’s IEP
It’s a good idea to share your ideas as the meeting
goes along. As a parent, you are an equal member of the IEP team and an expert on your child. If you
have questions or concerns, speak up. Ask for more information or an explanation if you need it. If you
disagree with something you hear, respectfully say so. Explain why, or offer your point of view. The
IEP meeting is a conv ersation and a dialogue. You and the other IEP team members are putting your
heads together to design an effective program for your child. The main purpose of the meeting is to
agree on each part of the IEP so that the document can be written and services can start.
7. May a member of the IEP team be excused from attending an IEP meeting?
Yes, in certain circumstances some members of the IEP ma y be excused from attending an IEP
meeting. 23 Howev er, you and the school must agree in writing to excuse the member. An IEP team
member may be excused from an IEP meeting if the member’s area of curriculum or related service
is not going to be discussed or modified at the meeting, assuming you and the school agreed in
writing. Also, an IEP team member whose area of expertise is going to be discussed
may be excused if the member gives written input into develop-
ing the IEP to you and to other members of the IEP team before
the IEP meeting. Again, you and the school must agree in writing
to excuse the member of the IEP team.
• Does your child have a visual impairment and
need instruction in or the use of Braille?
• Is your child deaf or hard of hearing and have language and other communication needs?
• Does your child have language needs related to his or her IEP, because of limited English
proficiency?22
If the answer to any of these questions is “yes,” the team will talk about what your child needs and
include this information in the IEP.
Usually, your child’s main teacher goes first. If your child is already receiving special education
services, this will probably be the special education teacher. If the meeting is to write your child’s fir st
IEP, then this person may be the general education teacher. The teacher begins with how your child is
doing in school. He or she will describe your child’s strengths and needs and how the disability
affects your child throughout the school day. Then specialists, like a physical therapist or a speech
therapist, will discuss how y our child is doing in these areas. They will talk about your child’s needs
and how they plan to support your child’s education. Goals for the year, related
services, and all of the required parts of the IEP will be talked about and
decided.
22 34 CFR §300.27—Limited English proficiency.
23 34 CFR §300.321(c)—IEP Team: IEP Team
attendance.
24 34 CFR §300.310—Definition of individualized education program.
25 34 CFR §§300.320(c) and 300.520—Definition of individualized
education program; and Transfer of parental rights at age of majority, respectively.
NICHCY: www.nichcy.org 9 Developing Your Child’s IEP
B. The IEP Document
8. What is in the IEP?
In each state or school district the IEP form can
look different. Under IDEA, the items below must be in every IEP.24 We’ll be discussing each one in
detail.
• Your child’s present levels of academic achievement and functional performance;
• Annual goals for your child;
• How your child’s progress will be measured;
• The special education, related services, and supplementary aids and services that will be
provided to (or on behalf of) your child, including program modifications or supports
for school staff;
• An explanation of the extent (if any) to which
your child will not participate with children without disabilities in the regular class and in
school activities;
• Any modifications your child will need when taking state or district-wide assessments;
• The dates when services will begin and end, the
amount of services, as well as how often and where they will take place;
• How and when you will be informed of your child’s progress;
• By age 16 (or younger, if the IEP team so
decides), postsecondary goals and the transition services (including courses of study) that your
child will need to reach those goals;
• Beginning at least one year before your child reaches the age of adulthood (usually 18-21,
depending on your state law), the IEP must include a statement that your child has been
informed of any rights that will transfer to him or her upon reaching this age. Reaching the age
of adulthood is called the “age of majority” in
IDEA.25 Not all states transfer rights upon
reaching adulthood. Refer to your state’s special education regulations to find out how this issue
is handled.
Each one of the items abo ve is discussed during the meet-
ing and filled in on the IEP form. Let’s take a closer
look at each of these.
Present Levels of Academic Achievement and Functional Performance
This section of the IEP describes how your child is doing in school, based on current information.
“Current” information usually means information no more than a year old. The present levels of
academic achievement and functional performance statement (commonly called “present levels”)
should cover all areas of dev elopment where your child may need support. Some examples are:
• Academic skills—math, reading, writing
• Daily living or self-help skills—dressing, eating, using the bathroom
• Social skills—making friends
• Behavior
• Sensory skills—hearing, seeing
• Communication skills—talking
• Mobility—getting around in school and the
community
• Vocational skills—working
Also included in the present levels statement is information about how your child’s disability
affects his or her involvement in the general educa-
NICHCY: 1.800.695.0285 10 Developing Your Child’s IEP
tion curriculum. (If your child is preschool age, the
team will focus on how the disability affects his or her involvement in typical preschool activities and
development.) In other words, you and the rest of the team will talk about the impact your child’s
disability has on his or her ability to learn and do the kinds of things that children without
disabilities learn and do. This information is then included in the IEP.
Where does the information for your child’s
present levels come from? If your child is new to special education, this information will come from
the tests and observations done during your child’s evaluation for eligibility. If your child’s IEP is being
revised, the information may come from evalua- tions done during the year (by the school or from
an Independent Educational Evaluation or IEE26 ). Teachers and others who work with your child may
offer information gained during your child’s day- to-day school routine. Information that you as a
parent share can also be included in your child’s present levels.
A well-written present levels will describe:
• your child’s strengths and weaknesses;
• what helps your child learn;
• what limits or interferes with your
child’s learning;
• objective data from current evaluations of your child; and
• how your child’s disability affects his or her
ability to be involved and progress in the general education curriculum.
In the box on the next page, we provide an example from a present levels statement for a 5th
grader with learning disabilities. Useful parts of such statements are indicated alongside: objective
data from evaluation, strengths , weaknesses, what helps learning, and what hinders learning.
Often, the present levels statement includes
teacher observations as well as information from
ev aluations. This information can give a more
complete picture of what helps your child learn and what limits y our child’s learning. For example:
• He needs a quiet, separate place to do
individual work.
• She learns quickly when working in a small
group.
• He understands and remembers what he hears about a subject. Learning by reading or looking
at pictures is difficult and doesn’t work as well for him.
• She imitates other children and learns from
them.27
Here is another example of a statement that
might be part of a present levels. Note its emphasis on describing functional performance.
Elise is essentially non-verbal and uses many
ways to communicate including: gestures,
facial expression, eye gaze, vocalizations,
word approximations, head nod for yes, head
shake for no, and use of a
Dynavox 3100 augmentative
communication device
which she accesses with
a head switch.
26 Sometimes parents pay for evaluations done by outside professionals and share them with the
school. For information on an Independent Educational Evaluation (IEE) that the school
system pays for, see 34 CFR §3 00.502.
27 Adapted from Anderson, W., Chitwood, S., & Hayden, D. (1997). Negotiating the special educa-
tion maze: A guide for parents and teachers (p. 78). Bethesda, MD: Woodbine House.
28 Decoding means breaking apart, sounding out,
figuring out.
NICHCY: www.nichcy.org 11 Developing Your Child’s IEP
In short, the present levels
statement of academic achievement and functional
performance describes how your child is doing in
school and identifies those areas where he or she is
having difficulty. A clearly written and thorough
present levels is important, because it is the foundation
for all of the IEP. Goals are written based upon your
child’s present levels. Special education and
related services are provided based upon your child’s
present levels and the goals that result from those
present levels. So take your time in writing the present
levels statement. Be thorough. The
information you include will be the stepping stone
to writing the rest of the IEP.
Annual Goals
Once your child’s needs are identified, the IEP
team works to develop appropriate goals to address those needs. An annual goal describes what your
child can be expected to do or learn within a 12-month period.
In the past, IDEA required that annual goals be broken down into short-term objectives or bench-
marks—in other words, the steps along the way to achieving the goals. This is no longer required in
an IEP, except for children who will be taking alternate assessments aligned to alternate
achievement standards. If that is the case with your
child, you’ll also focus on writing short-term objectiv es or benchmarks to accompany your
child’ s goals. (How the IEP team decides if a child will take such alternate assessment is discussed
under #6, Modifications to State or District-wide Assessments.)
The annual goals (and, if appropriate for your
child, short-term objectives) section of the IEP builds upon your child’s present levels of academic
achievement and functional performance. The present lev els statement identifies what your child
Example of a Present Levels Statement
O bj
ec tiv
e d at
a
fro m
ev al
ua tio
n
Weakness
Strength
W ha
t h elp
s
lea rn
in g
Weakness
Strength
Results of standardized testing using the Woodcock-
Johnson (WJ-R) show David’s basic reading skills
are at a beginning 4th grade level (standard score =
89). His basic writing skills are at a 3.7 grade level
(standard score = 81).
His performance in basic reading and writing is
significantly below his ability. David makes errors
when he reads and has difficulty decoding28 long
words, but his comprehension skills are strong. He
has a rich reading vocabulary. David uses context
cues and picture cues to help him understand what
he is reading.
When writing, David frequently misspells words
and uses incorrect punctuation. It is much easier for
David to express himself by speaking rather than by
writing. He sometimes gets frustrated when writing
and hurries through written work. What hinders
learning
NICHCY: 1.800.695.0285 12 Developing Your Child’s IEP
29 Adapted from Anderson, W., Chitwood, S., &
Hayden, D. (1997). Negotiating the special educa- tion maze: A guide for parents and teachers (p. 78).
Bethesda, MD: Woodbine House.
needs. The goals (and, for some, accompanying
objectives) should be written to address those needs.
Writing goals can be one of the hardest parts of
developing an IEP. One reason for this is because goals can cover so many different areas. Depending
upon your child’s needs, some goals may target areas of the general education curriculum. Other
goals may target learning developmental or functional skills—for example, teaching your child
how to eat independently, to use public transporta- tion, or to read Braille. Still another area for goal-
setting may be your child’s social or emotional needs. These don’t come under a typical
“academic” curriculum. But if your child has social or emotional needs, then goals to meet those needs
would be written into the IEP.
A well-written goal should (a) be positive, and
(b) describe a skill that can be seen and measured. It answers the questions:
“Who?. . . will achieve?
What?. . . skill or behavior?
How?. . . in what manner or at what level?
Where?. . . in what setting or under what conditions?
When?. . . by what time? an ending date?”29
Here’s an example of an annual goal, written for David, whose present levels of academic
achievement and functional performance were shown above. The IEP team developed this reading
goal for David by looking at the information in his present levels:
Annual Goal for Reading
David will achieve a reading score at the 5th grade level or above, as measured by the
Qualitative Reading Inventory (QRI).
Measuring Your Child’s Progress
Effective goals are critical parts of your child’s IEP. Keeping track of your child’s progress is just as
important. How will you and the school know if your child is making enough progress to reach a
goal by the end of the year? This information must be included in the IEP. The IEP team must decide:
• how your child’s progress will be measured;
and
• when periodic reports on your child’s progress will be provided to you.
Often, information on how well y our child must
perform in order to achieve the goal is spelled out. Using David again as our example, you can see this
type of information in the phrase “at the 5th grade
level or above” in his annual reading goal. It’s not enough for David to make progress in reading. The
goal specifically mentions being able to read at the 5th grade level or above. This type of information
is called evaluation criteria.
Sound ev aluation criteria are written in objective, measurable terms. In David’s case, these will be set
by the QRI, the test the school will be using to measure his reading skills. The QRI will identify a
specific score (or range of scores) that indicates a child is reading at the 5th grade level. David must
achieve that score, or above, in order to achieve his annual reading goal.
Another way the IEP team could define how
David’s progress will be measured is by setting
NICHCY: www.nichcy.org 13 Developing Your Child’s IEP
target dates for specific kinds of progress. According
to his present levels statement, David has difficulty decoding long words. Because decoding is a critical
component of reading skill, the team might set targets for his progress in this area. For example:
Given a list of 20 unfamiliar words that
contain 8 of more letters, David will decode
them with:
• 60% accuracy by December 1;
• 75% accuracy by March 1; and
• 90% accuracy by June 15.
In other instances, progress is not measured in
number scores:
By June 15, Vicky will complete the obstacle
course unassisted, as documented by the
adapted physical education teacher.
In this example, the teacher will observ e and take notes while Vicky completes the obstacle course.
Teacher observation/notes are one way of checking progress. Other ways of checking progress may
include:
• reviewing class work and homework
assignments;
• giving quizzes, tests, or other assessments developed by teachers; and
• giving informal and/or formal assessments (the
QRI or Woodcock-Johnson, for example).
In addition to describing how your child’s
progress will be measured, the IEP must also describe when periodic reports on that progress
will be given to you as parents. As examples , IDEA mentions the use of quarterly reports that come
out at the same time as report cards.30 But the periodic reports may take another form or
schedule, depending on the policies or practices in your area.
Services and Supports 31
Under IDEA, there are a v ariety of services and supports available that your child may
need as part of his or her free appropriate public education. These services and supports include:
• Special education;
• Related services;
• Supplementary aids and services;
• Accommodations and modifications; and
• Program modifications or supports for school
staff.
All of these services and supports are designed to help your child:
• reach his or her annual goals;
• be involved and make progress in the general education curriculum;
• participate in extracurricular activities (such as
after school clubs or sports) or other nonacademic activities32 (such as recreation
activities, athletics, or employment); and
• be educated and participate with children without disabilities in these kinds of activities.
Let’s take a look at what these services and supports involve.
30 See 34 CFR §300.320(a)(3)(ii).
31 34 CFR §300.320—Definition of individualized
education program.
32 34 CFR §300.107—Nonacademic services.
NICHCY: 1.800.695.0285 14 Developing Your Child’s IEP
Related Services
Related services can include, but are not limited to, any of the following:
Assistive Technology 35
Audiology
Counseling Services
Early Identification
Interpreting Services
Medical Services
Occupational Therapy
Orientation and Mobility
Services
Parent Counseling/Training
Physical Therapy
Psychological Services
Recreation
Rehabilitation Counseling
School Health Services and School Nurse Services
Social Work Services in Schools
Speech-Language Pathology
Transportation
A. Special Education 33
Special education is instruction that is specially
designed to meet the unique needs of a child with a disability. In the case of your child, this means
education that is individually designed to address your child’s needs. Since each child is unique, it is
difficult to give an overall example of special education. It is individualized for each child.
Special education for any student can consist of:
• an individualized curriculum that is different
from that of same-age peers who do not have disabilities (for example, teaching a blind
student to read and write using Braille);
• the same (general education) curriculum that’s used for peers without disabilities, with
adaptations or modifications made for the student (discussed in more detail in
a moment); and
• a combination of these elements.
It is also important to remember
that the education, services, and supports outlined in your child’s
IEP do not necessarily cover your child’s entire education. The IEP
only addresses those educational needs resulting from your child’s
disability. If your child needs special education support through-
out the school day, for all activities, the IEP will cover all these needs. If
your child doesn’t need special education support in one or more
areas (for example, physical educa- tion, music, or science), then the
IEP will not include these subjects. Your child will access them through
the general education curriculum/ class, with no additional special
education services.
It’s also important to understand that special education is not a
place. It’s a set of services that can
be provided in many different places, depending
on the child’s needs. IDEA strongly prefers that children with disabilities be educated in the
general education classroom with their peers without disabilities. If your child is going to spend
any part of the school day not participating with peers without disabilities in the regular class and in
other school activities, then the IEP must include an explanation as to wh y not. This will be
discussed in more detail under #5, P articipation with Children Without Disabilities .
B. Related Services 34
To help your child benefit from special
education, he or she may also need extra help in one area or another, such as speaking or moving.
This additional help is called related services. Many of these services are listed in the box below.
It is the IEP team’s responsibility to review all
of the evaluation information, identify any related services your child needs, and
include them in the IEP. Typically, schools have staff who provide related services (such
NICHCY: www.nichcy.org 15 Developing Your Child’s IEP
as speech therapists or occupational therapists) to
meet the needs of their students. But if a related service is not available from the school, the school
can contract with a private provider, a public agency, or even another school district to provide
the service. Your school district is responsible for making sure all services listed in your child’s IEP
are provided, even if the district does not directly provide these services. (You’ll find additional
information about the school’s responsibility for related services, including specific limitations and
exclusions, summarized in the box at the right.)
Goals are written for a related service just as they are for special education services. This includes
specifying how a child’s progress will be measured.
C. Supplementary Aids and Services36
This part of the IEP focuses on the other kinds of
supports or services (other than special education and related services) that your child needs to be
educated with children without disabilities to the maximum extent appropriate. Some examples of
these additional services and supports are:
• adapted equipment—such as a pencil grip,
special seat, or cut-out cup for drinking;
• a one-on-one aide;
• assistive technology—such as a computer,
special software, or a communication system;
• training for staff, the student, and/or parents;
• adapted materials—
such as books on tape, large print, or high-
lighted notes;
33 34 CFR §300.39—Special education.
34 34 CFR §300.34—Related services.
35 34 CFR §300.105—Assistive technology. AT can be provided as either a related service, as special
education, or as supplementary aids and services.
36 34 CFR §§300.42—Supplementary aids and services.
37 34 CFR §§300.34(a) and (c)(5)—Related
services: General; and Related services: Individual related services terms defined: Medical services,
respectively.
38 34 CFR §§300.34(b)(1)—Related services:
Exception.
39 34 CFR §§300.34(b)(2)—Related services: Exception.
The Range of Related Services: Limits, Responsibilities, and Exclusions
IDEA’s list of related services is quite long, isn’t
it? Yet these are not the only services that can be considered as a related service. Others often
made available include artistic and cultural programs such as art, dance, and music therapy.
IDEA makes specific exclusions to what may be
considered a related service—two, in particular:
• Medical services may be provided by a
licensed physician but only for diagnostic or evaluation purposes.37
• Medical devices that are surgically
implanted, such as a cochlear implant, may not be provided as a related service. Related
services also do not include optimizing how such a device functions, maintaining the
device, or replacing it.38
The school system remains responsible for monitoring and maintaining medical devices
that are needed for the health and safety of the child. This includes breathing, nutrition, and
other bodily functions. The school is also responsible for routinely checking the external
parts of a surgically implanted device to make sure that it is functioning properly.39
NICHCY: 1.800.695.0285 16 Developing Your Child’s IEP
40 34 CFR §300.39—Special education.
• peer tutors; and
• collaboration/consultation among staff,
parents, and/or other professionals (such as an occupational therapist, a behavior specialist, or
a mobility specialist).
The IEP team must work together to make sure
that your child gets the supplementary aids and services he or she needs to be successful. Team
members should talk about your child’s needs, the curriculum, and school routine, and openly
explore all options to make sure the appropriate supports for your child are included.
D. Accommodations and Modifications for Your Child
For many students with disabilities—and for
many without—the key to success in the classroom lies in having appropriate adaptations, accommo-
dations, and modifications made to the instruction and other classroom activities. Some adaptations
are as simple as moving a distractible student to the front or away from the pencil sharpener or the
window. Other modifications may involve
changing the way that material is presented or the way that students respond to
show their learning.
Adaptations, accommodations, and
modifications need to be individualized for
students, based upon their needs and strengths. Doing so can help students
access the general education curriculum and other learning materials and activities. Accommodations
can also help students demonstrate what they have learned. This type of individualization is part of
what’s “special” and “specially designed” about special education.40
Modifications or accommodations are most often
made in the following areas:
Scheduling. For example:
• giving the student extra time to complete
assignments or tests
• breaking up testing over several days
Setting. For example:
• working in a small group
• working one-on-one with the teacher
Materials. For example:
• providing audiotaped lectures or books
• giving copies of teacher’s lecture notes
• using large print books, Braille, or books on CD (digital text)
Instruction. For example:
• reducing the difficulty of assignments
• reducing the reading level
• using a student/peer tutor
Student Response. For example:
• allowing answers to be given orally or
dictated
• using a computer for written work
• using sign language, a communication
device, Braille, or native language if it is not English.
What is most important to know about modifica-
tions and accommodations is that both are meant to support individual children in their learning. For
example:
Jack is an 8th grade student who has
learning disabilities in reading and writing.
He is in an 8th grade general education class
that is team-taught by a general education
NICHCY: www.nichcy.org 17 Developing Your Child’s IEP
teacher and a special education teacher.
Modifications and accommodations provided
for Jack’s daily school routine (and when he
takes state or district-wide tests) include the
following:
• Jack will have shorter reading and
writing assignments.
• Jack’s textbooks will be based upon
the 8th grade curriculum but at his independent reading level (4th grade).
• Jack will have test questions read/explained
to him, when he asks.
• Jack will give his answ ers to essay-type questions by speaking, rather than writing
them down.
You and the other members of the IEP team will
probably spend time discussing your child’s learning needs and the ways in which classroom
instruction, testing, homework, and school activities can be modified or adapted to help your
child access the general education curriculum, demonstrate his or her learning, and participate
with students who do not have disabilities. If the IEP team decides that your child needs a particular
modification or accommodation, this information must be included in the IEP.
E. Program Modifications or Supports for School Staff41
Supports are also available for those who work with your child, to help them help your child:
• achieve his or her annual goals;
• be involved in and make progress in the general
education curriculum;
• participate in extracurricular and other
nonacademic activities; and
• be educated and participate with children who do not have disabilities.
An example of one such support might be to
arrange for key personnel involved with a given child to receive training related to that child’s
needs.
Participation with Children without Disabilities
As w e said earlier in this guide, IDEA strongly
prefers that children with disabilities be educated in the general education class with children who
do not have disabilities. In fact, it requires that children with disabilities be educated with their
peers without disabilities to the maximum extent appropriate for each child.42 In keeping with this
requirement, then, each IEP must include:
...an explanation of the extent, if an y, to which the child will not participate with
nondisabled children in the regular class and in [extracurricular and nonacademic
activities]. . .43
Just because a child has severe disabilities or needs modifications to the general education
curriculum does not mean that he or she may be removed from the general education class.44
Accommodations, modifications, and supplemen- tary aids and services can, and often do, play an
important part in supporting children with disabilities in the regular educational environment.
41 34 CFR §§300.320(a)(4)—Definition of
individualized education program: General.
42 34 CFR §300.114—LRE requirements.
43 34 CFR §§300.320(a)(5)—Definition of
individualized education program: General.
44 34 CFR §§300.116(e)—Placements.
NICHCY: 1.800.695.0285 18 Developing Your Child’s IEP
45 34 CFR §§300.114(a)(2)—LRE requirements.
46 34 CFR §300.320(a)(6)—Definition of individualized education program.
47 34 CFR §300.320(a)(6)(i)—Definition of individualized
education program.
48 34 CFR §300.320(a)(6)(ii)—Definition of individualized education program.
49 34 CFR §300.160—Participation in assessments. This section of IDEA was “reserved” when IDEA’s regulations were
published in August 2006. Final regulations for §300.160 were then published in the Federal Register onApril 9, 2007 (Volume
72, Number 67), available online at: www.ed.gov/legislation/ FedRegister/finrule/2007-2/040907a.html
Removing a child from this environment may
occur only if the nature or severity of the child’ s disability is such that educating the child in regular
classes cannot be achieved satisfactorily, even with the use of supplementary aids and services.45
Therefore, if your child is going to be remo ved
from the general education class for any part of the
school day, the IEP team must include an
explanation in the IEP.
Modifications to State or District-Wide Assessments46
IDEA requires that students with disabilities be included in general state or district-wide
assessments, with appropriate accommodations, if necessary.47 Testing accommodations are
commonly made in the same areas as the instructional modifications discussed earlier:
scheduling, setting, materials, and student response.
The IEP team is responsible for
determining whether your son or daughter will participate in each
assessment given by the state or district—and how your child will
participate. Some children may need no testing accommodations or
modifications in order to demonstrate what they’ve learned
and can do. Many, however, will need accommodations in order
for their academic achievement and functional performance to be
validly and accurately measured. It’s important for IEP teams to know
what type of accommodations can be made without invalidating a child’s
test scores and which accommodations the state permits. (This information
should be available from your state department of
education.) Once the IEP team determines which accommodations in testing, if any, would be
appropriate for y our child, these must be listed in the IEP and provided to your child during the
actual assessment.
It’s also possible that a specific state or district general assessment may not be appropriate for your
child, ev en with accommodations and modifica- tions. He or she may need to be assessed using an
alternate assessment. If so, your child’s IEP must include a statement of:
• why your child cannot participate in the regular assessment; and
• why the particular alternate assessment to be
used is appropriate for your child. 48
The participation of students with disabilities in state and district general assessment programs is an
ev olving area within IDEA as well as within general education law (the No Child Left Behind Act).
Final regulations in this area were published in April 2007.49 A wealth of information on the
subject is available from the National Center on Educational Outcomes (NCEO) (http://
cehd.umn.edu/NCEO/TopicAreas/) and the Assessment and Accountability Comprehensive
Center (www.aacompcenter.org).
NICHCY: www.nichcy.org 19 Developing Your Child’s IEP
Location and Duration of Services
Each of the services your child needs is written
down in the IEP. The IEP must also include:
• how often y our child will receive the service(s)
(number of times per day or week);
• how long each session will last (number of minutes);
• where services will be provided (in the general
education classroom or another setting such as a resource room); and
• when services will begin and end (starting and ending dates).50
The IEP team may also consider whether or not
your child needs to receive services beyond the typical school year. This is called Extended School
Year or ESY services.51 Some children receiving special education services may be eligible for ESY
services. Ask your state and local school district for a copy of its guidelines for determining eligibility
for ESY. If you or your child’s teachers feel your child needs ESY services, it should be discussed
during the IEP meeting.
Reporting Your Child’s P rogress
Under IDEA, you must be kept informed of your
child’s progress on IEP goals.52 As mentioned earlier (see #3), the IEP team will decide when
periodic reports will be provided to you and include this information in the IEP. A “periodic
report” might be issued quarterly, for example, when the school system issues report cards.
Look in your child’s progress reports to see
whether or not your child is making adequate progress to reach his or her goals by the end of the
year. If not, then you will want to talk to the IEP team about how to address the lack of expected
progress .
Transition Services53
As your child gets older and
nears age 16, the IEP team— including your child—will
consider many questions about his or her future after high school. What will your
young adult do? Will he or she go to college or a technical school? Will he or she work? In what
kind of job? What appeals to your child? What kind of preparation, knowledge, or skills will be
needed? What kind of supports? Will he or she liv e independently or continue to live at home? Will
you need help from other agencies to carry out these plans?
Answering these questions—and many more!—
is called transition planning. By the time your child is 16 years old, the IEP must describe the transition
services needed to help him or her move from high school to life as an adult in the community.54 The
IEP team can also decide to start transition
5034 CFR §300.320(a)(7)—Definition of individualized education program.
51 34 CFR §300.106—Extended school year services.
52 34 CFR §300.320(a)(3)—Definition of individualized education program.
53 34 CFR §300.43—Transition services.
54 34 CFR §300.320(b)—Definition of individual-
ized education program: Transition services.
NICHCY: 1.800.695.0285 20 Developing Your Child’s IEP
55 34 CFR §300.43(a)—Transition services.
56 34 CFR §300.43(a)(2)—Transition services.
57 34 CFR §300.320(c)—Definition of individualized
education program: Transfer of rights at age of majority.
58 National Center on Secondary Education and Transition. (2002, May). Age of majority: Preparing your
child to make their own choices. Minneapolis, MN: Author. Quote from page 2. (Available online at:
www.ncset.org/publications/parent/ NCSETParent_May02.pdf)
planning with your child at a younger age, if the
IEP team considers it appropriate. The transition plan must then be updated every year and specify:
• measurable postsecondary goals for your child related to training, education, employment, and (where appropriate) independent living skills;
and
• the transition services needed (including what
your child will study) to help your child reach those goals.
Consider the range below of postsecondary
possibilities for your child and determine which are appropriate, given your child’s interests and
preferences, skills and experience, and need for accommodations or supports:
• postsecondary education (such as a 2-year or
4-year college or business school);
• vocational education (to prepare for working in
computers, auto mechanics, or hotels/restau- rants, for example);
• integrated employment (including supported
employment);
• continuing and adult education (such as classes offered by your community adult education
office or department of recreation);
• adult services (such as a day program or group
home);
• independent living; or
• participating in the community.55
Whenever the team is going to talk about transition, y our child must be invited to the
meeting. Services must be based on your child’s needs, taking into account his or her skills ,
preferences , and interests. Services can include: instruction, related services, community
experiences , developing employment and other adult living objectives, and (if appropriate) daily
living skills and giving y our child a functional vocational evaluation.56
A lengthy discussion of transition planning is
beyond the scope of this guide for parents. How- ev er, because transition planning is so important,
we are pleased to explore this topic much more fully on our website, at: www.nichcy.org/
EducateChildren/transition_adulthood/ Pages/Default.aspx
We’d also recommend that anyone interested in
transition planning visit the websites of these two projects for the wealth of information they offer:
• the National Secondary Transition Technical Assistance Center (NSTTAC)
www.nsttac.org/
• TATRA (Technical Assis- tance on Transition and
the Rehabilitation Act) www.pacer.org/tatra/
index.asp
Age of Majority 57
“Age of majority is the legal age established
under state law at which an individual is no longer a minor and, as a y oung adult, has the right and
responsibility to make certain legal choices that adults make.”58 Thus, when people use the term
NICHCY: www.nichcy.org 21 Developing Your Child’s IEP
age of majority, they are generally referring to when
a young person reaches the age where one is considered to be an adult. Depending upon your
state law, this usually happens at some point between 18 and 21.
At this juncture in your child’s life, the state may
transfer to your young adult all (or some of) the educational rights that you, as parents, have had up
to the moment. Not all states transfer rights at age of majority. But if y our state does, then the rights
and responsibilities that you have had under IDEA with respect to your child’s education will belong
to your son or daughter at the age of majority.
Beginning at least one year before your child
reaches the age of majority, you and your child will receive written notice from the school telling you
of the upcoming transfer of rights (if any). When
this happens, the IEP must include a statement that you have received the notice and have been told
about the transfer of rights .59
There are some exceptions to this transfer of rights. For example, some children with disabilities
may need to have a guardian appointed to make decisions for them. Other students may not have
the ability to give informed consent60 regarding their education. Or your child may be fully capable
of making these decisions but still want your help in these matters. In all these cases, the state will
have procedures by which parents can be appointed to continue representing their child’s
educational interests.61 You will need to check your local and state policies to find out ho w this issue is
handled.
59 34 CFR §3 00.320(c)—Definition of individual- ized education program: Transfer of rights at age of
majority.
60 34 CFR §300.9—Consent.
61 34 CFR §300.520(b)—Transfer of parental rights
at age of majority: Special rule.
62 34 CFR §3 00.327—Educational placements.
63 34 CFR §300.114—LRE requirements.
64 34 CFR §300.114(a)(2)—LRE requirements.
9. What is placement? How is my child’s placement decided?
Once the IEP team has decided what services your child needs, decisions must be made about where
services will be provided. Where your child’s IEP is carried out is called placement. As the parent, you
have the right to be part of the group that decides your child’s placement.62
In deciding your child’s placement, the group must make sure that your child has the maximum
opportunity appropriate to learn with children who do not have disabilities—in academic, non-
academic, and extracurricular activities.63 This part of the law is called Least Restrictive Environment
or LRE.
Least Restrictive Environment is explained in IDEA as follows:
. . . To the maximum extent appropriate,
children with disabilities . . . are educated with children who are nondisabled; and . .
. special classes, separate schooling, or
C. Deciding Your Child’s Placement
other remo val of children with
disabilities from the regular educational environment occurs only if the nature or
severity of the disability is such that education in regular classes with the use
of supplementary aids and services cannot be achieved satisfactorily.64
NICHCY: 1.800.695.0285 22 Developing Your Child’s IEP
65 34 CFR §300.116—Placements.
66 Ibid.
67 From the Department of Education’s Analysis of Comments and Changes that accompanied publica-
tion of IDEA’s final regulations in the Federal Register, Volume 71, Number 156, page 46588.
Available online at: www.nichcy.org/La ws/IDEA/ Documents/IDEA2004regulations.pdf
68 34 CFR §300.115—Continuum of alternative
placements.
IDEA also says:
• The child’s placement is determined at least
annually; is based on the child’s IEP; and is as close as possible to the child’s home.
• Unless the IEP requires some other arrange- ment, the child is educated in the school that
he or she would attend if the child had no disability.
• When looking at placement options,
consideration must be given to any potential harmful effect on the child or on the quality of
services that he or she needs.
• A child with a disability may not be removed from education in age-appropriate regular
classrooms just because he or she needs modifi- cations to the general education curriculum.65
Often, the IEP team makes the placement
decision. In some places, the placement decision is made by another group of people. In either case,
under IDEA, the group that makes the placement decision must include you, as the parent(s), and
others who:
• are knowledgeable about your child;
• understand the meaning of your child’s
evaluation data; and
• know the placement options.66
When discussing placement, the group should consider your child’s unique needs and determine
what the least restrictive placement for your child is, based upon those needs. A placement that is
least restrictive for one child may not be least restrictive for another. What is least restrictive for
each child is based on that child’s unique needs. This means that the school system may not use a “one
size fits all” approach to educating children who have a disability. Decisions must be based on
individual needs as stated in the IEP, not on—
• the child’s disabling condition or label (such as
placement in a special class for students with intellectual disabilities just because a child has a
cognitive impairment);
• disability program categories (placement in an particular program for students with learning
disabilities (LD) just because a child needs LD services);
• the location of staff;
• the funds that are available; or
• the convenience of the school district.67
In making placement decisions, the group looks to another important part of the IDEA, the
continuum of alternative placements .68 The continuum includes the different options where
children can receive services. These options include placements such as:
NICHCY: www.nichcy.org 23 Developing Your Child’s IEP
• a general education class;
• a special education class;
• a special education school;
• at home; or
• in a hospital or other institution.69
A student’s placement in the general education
classroom is the first option considered by the
So, your first IEP meeting is coming up. How do
you get ready? Here are some suggestions.
10. What do I do before the meeting?
✓ Review the information on your child—from home, school, or private sources (such as doctors,
therapists, or tutors). Ask yourself, “Do these records show the full picture?” Fill in any missing
pieces, if you can. Bring your records to the meeting. You can also bring examples of your
child’s work (on paper, audiotape, or videotape) to show specific concerns or insights you may have.
✓ Talk with your child about the upcoming IEP and ask about school. “What things are hard?
What things are easy? What’s important for you to focus on this year?” Your child may have a lot to
say about his or her needs and interests. Students are often much more aware of their strengths and
weaknesses than parents realize. Make notes on what your child says.
✓ Think about your child’s involvement in
general education classes. Consider his or her learning style, special education needs, and social
needs. How can these needs be addressed in the IEP? What kinds of supports or services might your
child need in order to be successful in the general education class? Ask your child what he or she
needs or doesn’t need in the way of support.
69 34 CFR §300.115—Continuum of alternative
placements.
70 Same as footnote 67.
71 Adapted from: Creating Collaborative IEPs: A
Handbook (Rev. ed.). (2001). Richmond, VA: Partnership for People with Disabilities, Virginia
Commonwealth University.
group making the placement decision.70 Can your
child be educated satisfactorily in the general education classroom? What aids, services, and
supports does your child need to make this possible? If the group decides that y our child’s
needs can be met in the general education class, with supports, then that placement is the least
restrictive environment for your child.
D. Participating in the IEP Meeting
✓ If your child will be attending all or part of
the IEP meeting, explain how the meeting works in a way that he or she can understand. Let your child
know how important the meeting is and that his or her opinions and input are valuable. You may
need to prepare your child to speak up at the meeting. Talk with your son or daughter about
how to share his or her feelings about what is being proposed.
✓ Do a Positive Student Profile71 (see the box on the next page) to share with the team. To do this
profile, answer questions about your child, which will help you organize your thoughts and focus
clearly on your child’s strengths, needs, and goals.
NICHCY: 1.800.695.0285 24 Developing Your Child’s IEP
Doing a Positive Student Profile72
Answer the following questions about your child as a way
to prepare for the IEP meeting.
1. Who is ____________? (Describe your child, including such information as place in the family, personality, likes
and dislikes.)
2. What are __________’s strengths? (Highlight all areas where your child does well, including school, home,
community, and social settings.)
3. What are ________’s successes? (List all successes, no
matter how small.)
4. What are ________’s greatest challenges? (List the areas where your child has the most difficulty.)
5. What are _________’s needs? (List the skills your child
needs to work on and the supports he or she needs.)
6. What are our dreams for ____________? (Describe your
vision for your child’s future, including short-term and long-term goals.)
7. Other helpful information. (List all relevant informa-
tion, including health care needs, that has not already been described above.)
✓ Brainstorm with people (teacher, friend, family
members, tutor, therapist, consultant) to get ideas before the meeting. Write down things you feel
must be included in the IEP. Decide how you want to share this information with the other members
of the IEP team.
✓ Ask other team members if they can share their ideas about your child’s program ahead of
time.
✓ Know your rights. Review the IDEA regula-
tions and accurate summaries. (Visit NICHCY online, if you need either.) Take the regulations
with you to the meeting in case you need them.
✓ Are there any areas where you and the school might disagree? Plan how you want to handle
these. List any information that might support your position. Think of alternatives to offer
if the school is not willing to accept your first suggestion. Decide where you
can compromise and where you can’t.
✓ Consider whether you’d like to invite another person to go with you to
the IEP meeting. This person should have special knowledge or expertise
about your child or with respect to your child (a related service provider,
for example, a past teacher, a specialist in your child’s disability, or a friend).
Another person may think of things during the meeting that you do not. As
a courtesy, let the school know if someone will be attending the meeting
with you.
If an advocate will be attending the
meeting with you, review your agenda together before the meeting. Above all,
be sure that the advocate understands what role you would like him or her to
play in the IEP process.
11. What do I do during the meeting?
✓Stay focused
Use your notes to keep yourself and the team on track. Keep the focus on your child’s individual
needs and in creating a plan that will lead to success. Remember your child’s social and
emotional needs, including the need to be with peers that do not ha ve disabilities.
Encourage the other members of the IEP team to use simple
language, so that an yone reading the IEP can under-
stand and carry it out.
✓ Ask questions
If a team member says something you don’t
NICHCY: www.nichcy.org 25 Developing Your Child’s IEP
understand, ask the person to
explain. If someone says something about your child you don’t agree
with or have a question about, ask for more details. What backup
information supports the person’s statement (teacher notes, checklists,
evaluations)? If you have different information, be sure to share it.
Make sure you don’t accept or reject a goal for
your child based on incomplete information. If a present levels statement is appropriate, there
should be data to support it. If a goal is appropriate, there should be documentation to
back up the need. You want to make sure that decisions are not made based upon a single event
or random observations.
✓ Be thorough Make sure you agree with the language in the
present levels of academic achievement and functional performance before you finalize annual
goals for your child. Try not to move a way from
one area until you are confident that it adequately addresses your child’s needs. If y ou find that
needed information is not available at the meeting, have the team make a note of what is missing, who
will get the information, and when they will get it by. Then you can agree to move on and come back
to discuss the issue when the needed information is received.
12. What can I do if we don’t agree?
If the team cannot agree on a particular item after several minutes of discussion, add it to the team’s
“parking lot” of concerns and suggest coming back to it later. Avoid getting stuck debating a particular
point over and over, especially if it feels like you are not getting anywhere. You need to be clear in your
mind on where you can and cannot
compromise. Communicate this in a reasonable and calm way. Some-
times, the following words can help the team resolve an issue.
“What will it take for us to reach an
agreement on this issue?”
“Why don’t we just try this for 6 weeks
and see how it works?”
“I understand that you can’t say yes to this request. Can you tell me who does have the
authority? How do we get that person here?”
“We can all agree that this is not an easy issue. But we need to find a solution that will work f or
(your child) that we can all live with.”
“I just don’t see this as being appropriate f or
(your child). There have to be other options we haven’t looked at.”
13. I’m concerned I’ll get too emotional. Any suggestions?
One of the most difficult things in an IEP meet-
ing can be keeping emotions under control. It is easy at times for anyone at the meeting to get
frustrated. Everyone has demands placed on them that are outside their control. The teacher has
concerns about meeting the needs of all her students, including your child. Therapists may be
concerned with how many children they need to work with and ho w to fit everything that needs to
be done into a single school day. The administrator may be worried about having enough staff,
supplies, and equipment on a daily basis. And, like any parent, you want what is best for your child,
ev en though the law says you are only entitled to what is appropriate. It is a challenge to balance all
these needs and demands. The key to reducing frustration and avoiding conflict is to be respectful
of each other, even when you don’t agree. Keep coming back to the purpose of the meeting—to
develop an appropriate IEP for your child.
72 Adapted from: Creating Collaborative IEPs:
A Handbook (Rev. ed.). (2001). Richmond, VA: Partnership for People with Disabilities,
Virginia Commonwealth University.
NICHCY: 1.800.695.0285 26 Developing Your Child’s IEP
73 34 CFR §300.300(b)—Parent consent for
services.
74 34 CFR §300.503—Prior notice by the public agency; content of notice.
75 34 CFR §300.506—Mediation.
76 34 CFR §§300.507, 300.508, and 300.511—Filing a due process complaint, Due process complaint,
and Impartial due process hearing, respectively.
77 34 CFR §§300.507 and 300.508(b)—Filing a due process complaint; Due process complaint:
Content of complaint.
78 34 CFR §300.510—Resolution process.
14. What if we still don’t agree?
If you’ve done as much as you can and still
cannot come to agreement on the IEP, there are several options open to you.
❑ If this is your child’s first IEP, you can refuse to give permission for the school to implement
the IEP.73 In this case, your child will not receive the special education services outlined in the IEP.
❑ Ask the school to give you prior written notice74 on the issue(s) under disagreement. Written notice must tell you in detail what the
school is proposing or refusing to do, why, and what information it used to reach the decision.
This includes:
• telling you other options the school considered and why they were rejected;
• describing each evaluation procedure, test,
record, or report used as a basis for the action being proposed or refused; and
• describing any other factors that are relevant to
what the school is proposing or refusing to do.
With this information, you may be in a better
position to convince the school to rethink its decision or to proceed with the next step below.
❑ You may request mediation75 or a due process hearing76 to resolve the conflict. With mediation, you and the school sit down together and try to
work out the disagreement with an impartial third person called a mediator. The mediator does not
work for the school s ystem or make any decisions for you or the school. The mediator helps you and
the school talk about your differences and work toward an agreement.
The due process hearing is a formal, legal
procedure where both you and the school present your view s on the dispute to an impartial hearing
officer. After all the evidence is presented and witnesses ha ve spoken— much like in a court
case—the hearing officer decides the case and tells you and the school how the matter is to be settled.
He or she issues the decision in writing.
You request a due process hearing by filing a due
process complaint that must contain specific infor- mation, 77 with a copy sent to the state department
of education. Within 15 days, y our school system must convene a meeting between you, as parents,
and relevant members of the IEP team. The pur- pose of the meeting is for you to discuss your due
process complaint, which gives the school system the opportunity to resolve the dispute. This resolu-
tion meeting need not be held if y ou and the school system agree to waive the meeting or agree
to use mediation instead. 78
NICHCY: www.nichcy.org 27 Developing Your Child’s IEP
number of other consequences that
may arise, such as how your child will be disciplined. Therefore, it is impor-
tant for you to ask questions about how your child’s education will be
affected before revoking consent.
15. When the IEP is completely written, am I supposed to sign it?
As the IEP meeting comes to a close, you will
probably be asked to sign the IEP document. Depending on the state you live in, your signature
on the IEP will mean different things. In some school systems, your signature on an IEP means
that you agree with the IEP. In other states, a parent’s signature on the form simply means that
the parent attended the IEP meeting.
There is no regulation that says you must sign the IEP immediately at the end of the meeting, or at
all. If you feel the need to wait before signing the IEP, if you need to “sleep on it” or share it with
your spouse/child’s tutor/consultant, say so. You may wish to list specific items in the IEP that you
want to think about before signing (“I’m still uncomfortable with ____, and I’d like to think
about it some more”). This lets the school know where you stand and gives every one time to think
of possible solutions or compromises. Whatever you decide, read the IEP document in its final
version before signing. This is also a good time to review the list of concerns you prepared before the
IEP meeting. Did the team talk about all of those items?
When all the talking is done, if you are comfortable with the IEP, go ahead and sign. If you
agree with everything except one item, you can sign your agreement and add a statement about the one
item you disagree with. The team can implement all of the IEP except that one item, until you do
resolve it.
❑ You can also file a written state complaint79 with your state’s depart- ment of education. When you file a
state complaint, you must tell the state what part of the IDEA you
believe the school has violated. You must also state the facts as you know
them and provide copies of any documents or correspondence on the
matter you may have. The state will investigate your complaint, request documents if necessary,
and give a written decision.
There is a lot to know about each of these ways of resolving problems with the school. The premier
source of this information is CADRE, the National Center on Dispute Resolution. Visit CADRE at:
http://www.directionservice.org/cadre/
You can also learn more by visiting NICHCY’s
website (see Resolving Disputes section, beginning at http://www.nichcy.org/EducateChildren/
disputes/Pages/default.aspx) or b y getting in touch with your state’s Parent Training and Information
(PTI) center, which is listed under “Organizations Especially for Parents” on our state Resource Sheet
for your state (http://www.nichcy.org/Pages/ StateSpecificInfo.aspx).
❑ Finally, if this is not your child’s first IEP, you can revoke consent,80 in writing, for the continued provision of special education and related services
to your child, even though you previously gave your consent. Once you revoke consent, the school
system may no longer pro vide special education services to your child,
and they may not try to override your revocation of
consent. There are also a
79 34 CFR §300.153—Filing a complaint.
80 §300.300(b)(4)—Parental consent for services.
NICHCY: 1.800.695.0285 28 Developing Your Child’s IEP
This publication is copyright free. Readers are encouraged to copy and share it, but please credit NICHCY, the National Dissemination Center for Children with Disabilities.
We’d like to thank our Project Officer, Judy L. Shanley, Ph.D., at the Office of Special Education Programs (OSEP) of the U.S. Department of Education, for her support of this publication and of NICHCY itself. NICHCY is made possible through Cooperative Agreement Number H326N030003 between OSEP and the Academy for Educational Development. The contents of this document do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.
PA12—April 2009
16. What do I do after the IEP meeting (and before the next one)?
Hurray! You’ve completed your child’s IEP. Now that you have a well-written IEP, you may want to
schedule a follow-up meeting after a month or six weeks, so you and the rest of the team can talk
about how things are going. Watching y our child work at school and talking with the staff will help
you keep track of your child’s progress. Remember, if you ever feel that the IEP needs to be changed,
you can request an IEP meeting.
Even when you ha ve done many IEPs, you can still forget things from one IEP to the next. So, after
each meeting, jot down any thoughts you have about the IEP and the process. What did you like?
What did you not like? What w ould you do differently next time? What will you do the same?
When you are finished, store your notes in a safe place so that you can read them before the next IEP
meeting.
17. Can my child’s IEP be changed without holding a meeting?
Yes. If you and the school want to change your child’ s IEP after the annual IEP meeting, you and
the school may agree not to convene an IEP meeting. Instead, you and the school will develop a
written document that will amend your child’s IEP. If y our child’s IEP is changed, all IEP team
members will be informed of the changes, and if you request it, the school must give you a copy of
the reviewed IEP.81
Final Words
Keep in mind that developing an IEP is a learning process. With time it gets easier. Maintain your
sense of humor and try to relax. When parents and schools truly work together, the process works well,
and the best results for your child can be realized.
National Dissemination Center for Children with Disabilities
81 §300.324(a)(4)—Development, review and revision of the IEP.
Author: Theresa Rebhorn
Editor and updating for IDEA 2004: Lisa Küpper
