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