IEP Do’s and Dont’s
Initiating an IEP or Individualized Education Plan can be intimidating. From a clinician’s perspective, the IEP is a formal document that maps out what the child’s year will look like including goals, service types, and accommodations. From a parent’s perspective, the IEP can be an emotion-filled process, and sometimes parents can feel lost in the shuffle and drowned out by therapists, teachers, and administrators. While initiating the IEP is a journey in itself, the meetings can also be intimidating.
I am often asked for my “Dos and Don’ts” ahead of IEP meetings, and so I thought I’d include a few below. These are by no means the only tips for IEPs, but these are the ones most frequently recommended in our clinic.
Do:
1. Ask for the IEP ahead of the meeting:
It is so helpful to read through the IEP document ahead of time. While the meetings are meant to review and clarify verbiage in the document, they don’t typically go over everything contained within the IEP. It is a legal document and as such should be reviewed carefully. Don’t be afraid to ask the school for the IEP document 48 hours or more ahead of the meeting to give yourself ample time to review and write out questions/concerns. If the school is unable to meet that timeframe it is 100% okay to push the meeting back.
2. Ask for an interpreter if needed:
If you or members of your support team feel more comfortable with a translator, it is the school’s responsibility to provide one! You should feel comfortable and understood in the meeting, and language should not bar you from sharing your perspective on your child’s progress/services.
3. Invite your support team:
Big meetings can be stressful, especially when discussing your child’s academic future. It is your right to bring whoever you want to the meeting, whether that be outpatient clinicians, family members, advocates, or friends.
4. Make a list of questions/concerns/topics to bring up ahead of the meeting:
When reviewing the IEP ahead of time, I strongly encourage families to write a list of questions, concerns, or topics they want discussed during the meeting. It can be hard to remember everything when you’re in the moment, and it’s always helpful to have a written or typed out list.
5. Provide your perspective:
You are your child’s best advocate. It is important to provide your perspective and how you see your child progressing over the next school year. This isn’t always a negative thing! Providing a list of your child’s strengths, things they like or enjoy, things that help them learn or focus, etc., are extremely helpful!
6. Clarify Terms/Jargon Used:
As a clinician, I know I am guilty of slipping into jargon when talking with families. Don’t be afraid to ask for clarification on any terms used within the IEP document or during the meeting! I can tell you that clinicians love talking about their field, and we are more than happy to explain, re-explain, or re-word anything confusing during the meeting. It’s often not done on purpose, and we want to be sure you understand the recommendations and assessment!
7. Provide examples:
It is super helpful to bring examples of scenarios to the meetings. If you are having challenges with homework, or with dropping your child off to school, it is exceedingly beneficial to have examples ready to illustrate the challenge. The clinician should be able to give you more specific strategies when they have a better understanding of what is happening before, during, and after the difficult time. If handwriting is a challenge, bring pictures of the homework or worksheet.
8. Know your parental rights:
These are always reviewed ahead of starting the meeting, but it is important you understand your rights! Ask for a copy ahead of the meeting so you can review and ensure you understand what is within your power.
9. Take Notes:
The school administrator oftentimes takes notes during the meeting, but I often encourage parents to record their own notes to review before signing. You are even able to request a recording if that’s more comfortable for you.
10. Ask questions:
Ask all the questions! This meeting is for you and your child, and ensuring you leave feeling confident and comfortable with your child’s academic plan is the main focus. Ask questions throughout the meeting, no matter how big or small!
Don’t:
1. Sign the IEP at the meeting:
You should not feel pressured to sign the IEP at the meeting. Take it home, review it again, and make sure you understand everything contained in the document before you sign it. While you are definitely able to make changes later, all addendums require a meeting, so they may take time to implement.
2. Completely disregard the clinician’s perspective on your child’s progress/needs:
While you know your child best, the teachers and clinicians have seen your child in a completely different setting- the classroom. Kids can act very differently at home compared to at school, so it’s important to consider the clinicians observations and perspectives and not disregard any opinions or recommendations.
3. Be afraid to ask for another meeting:
If you don’t feel 100% comfortable that all questions or concerns were resolved within the first meeting, do not be afraid to ask for a second meeting. You are not limited to one two-hour meeting per school year. If you need more time with the team, request a second meeting.
4. Overbook yourself after the meeting:
While I know being a parent is a full-time job; I recommend giving yourself time (if possible) to regulate and relax after the meeting. Try to take a walk, get a coffee, sit in the car and listen to music, etc. Whatever you need to do, do it! Don’t let the stress of the meeting derail the rest of your day.
For general strategies for initiating and understanding the IEP process, check out our blog HERE.
KAELYN GREEN
Kaelyn Green is a licensed occupational therapist at Valued Voices. She is certified by the University of Southern California in Sensory Integration and is an advocate for addressing underlying sensory functioning in order to improve occupational performance. She is passionate about meeting children and families where they are at and seeks to tailor interventions to the unique needs of her clients. When she is not working, you will find Kaelyn taking care of her two goldendoodles, working in her garden, or taking trips to the Central Coast.
