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It’s IEP time! Soon most of you will be meeting with the IEP team to review your child's IEP. The IEP is the heart of your child's special education program. Every week our mailbox is filled with messages from parents who have very specific questions about IEPs.
Are you worried that your child is not making progress in the special ed program?
Are you frustrated with one-size fits all IEPs that are not tailored to your child's unique needs?
Do you feel intimidated at IEP meetings?
You aren't alone!
For the next several weeks we will publish a series about IEPs. When you master this information, you will be prepared for the next IEP meeting! !
In this issue of the Special Ed Advocate you'll find guidance about writing IEP goals and objectives., tips and tools to improve your advocacy strategies and skills for getting good IEPs. We will include links to more resources, answers to frequently asked questions, and good books about IEPs.
Please don't hesitate to forward this issue to other families, friends, and colleagues.
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Your IEP Game Plan: Writing SMART IEPs |
Diane writes: "Help! I need to find good IEP goals!"
"I know my son's IEP is inadequate. The school's only goal for him is 'Commitment to academic success.' If 'Commitment to academic success' is not an appropriate goal, what should I propose in its place?"
Mary writes: "Help! I need good IEP goals and objectives!"
"I am a first year special education teacher. I need to see some good IEP goals. I haven't had enough experience with this and need to feel more secure in this area. Can you point me in the right direction?"
Diane is a parent, Mary is a special education teacher. Diane and Mary represent thousands of people who write to us every year with questions about writing IEPs.
What makes writing IEPs so difficult?
What makes the IEP process so confusing?
In the Wrightslaw Game Plan: Writing SMART IEPs, you learn how to identify the child's needs, write measurable goals, and SMART IEPs. You will also learn how you can download a fr-*-e copy of Chapter 10 about SMART IEPs from Wrightslaw: From Emotions to Advocacy, 2nd edition)
Learn more about IEPs. |
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Good IEP Goals: A Tactics and Strategies Session |
IDEA 2004 changed many of the requirements for IEPs. You need to learn the new rules and tactics and strategies for avoiding a battle. When you learn the rules, you reduce the risks when you negotiate for your child.
Do you know the legal requirements for IEPs?
How can you get good goals in your child's IEP? What can you do if the school wants to use "teacher observations," not objective testing in the IEP?
Many IEPs do not provide individualized educational services that focus on teaching the child to read, write, or do math, but focus on accommodations and modifications. Do you know how to get the IEP team to focus on the real issue?
Read Good IEPs: A Tactics and Strategy Session by Pete and Pam Wright.
In this wide-ranging interview by the President of a state LDA chapter, you will learn about:
* requirements for present levels of academic achievement & functional performance
* how to use a private educational consultant
* requirements for measurable academic and functional goals
* accommodations and modifications
* impact of low expectations
* how to avoid methodology disputes
* tutoring & how to find qualified tutors
* response to intervention (RTI)
* extended school year (ESY)
* the parent's (active) role
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My Child is Not Learning: What Can I Ask the School to Do? |
Your child's IEP is based on evaluations. Evaluation results contain the most current information about your child's present levels of academic achievement and functional performance.
The IEP team should use current information about your child's levels of performance as the basis of his IEP.
Read what one mother says the school thinks of her son.
"After a year in the resource class, he is not learning to read. He is failing math, and barely passing his other subjects. The teacher wants to retain him. He thinks he's stupid and feels hopeless - he's only 8 years old.
What would you ask the IEP team to do?
In the article by Sue Whitney, What Can I Ask the School to Do? you'll get a step-by-step guide that parents who disagree with the school's IEP can use. Sue answers questions about how to prepare for IEP meetings, present levels of academic acheivement, and what parents can ask the school to do. |
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Video: Introducing Alex - He's a Child, Not a Label |
Tiffany wanted to introduce her son, Alex, to the IEP team in a positive way. She wanted the IEP Team to see Alex as a child, not a label or a disgnosis with a set of issues and problems.
SO..........she and Alex made a video. In case you would like to do something similar, here's how. Read Making a Video for IEP Meetings. Tiffany shares her:
and the successful results. See the video.
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