A to Z
Guide
for
Inclusion
Implementing an IEP
The prospect of an upcoming IEP can be daunting sometimes. You may not always know what’s expected from you or what you should do. Here are a few tips to help you prepare for an IEP, to make it as fruitful as possible.
Studies in Italy have shown that the setting in which a child is placed greatly impacts the way a child grows and develops. Vianello and Lanfranchi (2009) describe what the call a surplus seen in students with intellectual disabilities placed in a mainstream school. A surplus can be seen when students perform above their mental age in a particular task or setting.
Before the meeting
Meet with and build a positive relationship with at least one person on the Individualized Education Program (IEP) team, such as classroom teacher, principal, or school psychologist, before the meeting. This will help you to feel more at ease during the meeting, and more comfortable to share your thoughts
Plan ahead and list down your thoughts down on paper. This way, you won’t forget to mention something important to you during the meeting
Take a look at and review current reports and previous years’ IEPs (if applicable), familiarise yourself with the structure and the language used
Prioritize your child’s needs. Write down your child’s strengths, but also his academic, social, physical, and emotional problems, in order of priority. Request that the top three problems in each area be discussed and addressed. Some things may need to wait, but do see that your concerns are heard
Parent Tips
Don’t be afraid to ask questions and seek clarification. In any profession, people talk in jargon at times, so you may need to ask them to clarify. You may also prefer to write down your concerns and meet with one of the team members later for more explanation
Studies in Italy have shown that the setting in which a child is placed greatly impacts the way a child grows and develops. Vianello and Lanfranchi (2009) describe what the call a surplus seen in students with intellectual disabilities placed in a mainstream school. A surplus can be seen when students perform above their mental age in a particular task or setting.
After the Meeting
Talk to your child, in terms he’ll understand, about what was discussed at the meeting. Be sure to discuss the progress he’s made. Review goals and objectives so he’ll know what he's going to be working on during the coming year
Place the IEP in the binder or file where you keep other school notices and reports. This makes it easy to access for future reference
Continue to develop a relationship with the professionals who interact regularly with your child. Meet with his teacher to learn how you can reinforce the skills and strategies being taught to him
Say thanks. Most people who work with children do it because they love the kids. Send a note that includes examples of how a teacher’s actions made a difference
Teacher Tips
Studies in Italy have shown that the setting in which a child is placed greatly impacts the way a child grows and develops. Vianello and Lanfranchi (2009) describe what the call a surplus seen in students with intellectual disabilities placed in a mainstream school. A surplus can be seen when students perform above their mental age in a particular task or setting.
After the Meeting
Review and evaluate. What worked? What didn’t? Keep a report for future meetings
Send home thank you note
Write down specific suggestions about things parents can do at home to help
Studies in Italy have shown that the setting in which a child is placed greatly impacts the way a child grows and develops. Vianello and Lanfranchi (2009) describe what the call a surplus seen in students with intellectual disabilities placed in a mainstream school. A surplus can be seen when students perform above their mental age in a particular task or setting.
During the Meeting
Make parents feel welcome. Greet them at the door, make sure everyone sits at the same level on same sized chairs, and have a little brief pre-meeting chit-chat to break the ice
Everyone introduce themselves and explain why they are there. Everyone should be addressed with the same degree of formality
As much as possible, speak in clear, plain language – avoid jargon and discipline-specific terminology
Have specific materials available that are referred to
Focus on the child’s individualized needs – not your program, classroom, or resource limitations
Listen carefully, and be open to what parents have to say
Maintain confidentiality – don’t discuss other students
Don’t hurry, give parents time to absorb and understand what is being said, and ask questions if needs be
Be willing to say “I don’t know”
Studies in Italy have shown that the setting in which a child is placed greatly impacts the way a child grows and develops. Vianello and Lanfranchi (2009) describe what the call a surplus seen in students with intellectual disabilities placed in a mainstream school. A surplus can be seen when students perform above their mental age in a particular task or setting.
Before the meeting
Explain to the parents the crucial nature of their involvement and what will happen at the meeting
Invite parents to bring anyone they wish
Explain who will be there from the school and why. Ask the parent(s) if anyone has been left out
Schedule convenient time and location, and ample time for meeting – very disruptive to have people coming and going
Establish if parent(s) need help with transportation or childcare
Keep parents advised of progress on an ongoing basis – an IEP meeting is a bad place to spring a surprise
Invite parents to review relevant documents prior to meeting, encourage classroom visits
Studies in Italy have shown that the setting in which a child is placed greatly impacts the way a child grows and develops. Vianello and Lanfranchi (2009) describe what the call a surplus seen in students with intellectual disabilities placed in a mainstream school. A surplus can be seen when students perform above their mental age in a particular task or setting.
During the Meeting
As the parent, you are an integral part of the IEP team. Anything you can do to make yourself more comfortable in this meeting will help you to participate more actively
Find a way to personalize your child. When you talk about him, make him recognizable to all team members. Remember that you know him best—strengths, talents, interests and needs, so take in what the professionals have to say, but add your perspective also
Keep focused on what you want provided or worked on with for your child, not on how to get there—that’s the job of the professionals
Have an open mind. Have faith in the team. While you may know about a specific reading programme you heard about, that you feel their child can benefit from, there may be another program you haven’t heard of that would better suit your child’s needs
Don’t be afraid to ask questions and seek clarification. In any profession, people talk in jargon at times, so you may need to ask them to clarify. You may also prefer to write down your concerns and meet with one of the team members later for more explanation
Be honest and trust that the parent is also
