Parent Resource Liaison

An IEP is an Individualized Education Program. When a child is identified with a disability under the Individuals with Disabilities Education Act (IDEA), a child has a right to a Free, Appropriate, Public Education (FAPE). For a child to receive FAPE there has to be an IEP developed in order for the child to progress in the general education curriculum.

An IEP has to be written so that you or anyone else working with your child can understand the issues being addressed on it. If you do not understand the IEP, you should not give your written permission to implement the IEP. Under IDEA a parent must give informed consent for the initial IEP or an IEP with a change in placement.

Understanding the IEP process can be the key to you having a good working relationship with your child’s school district.

Under the Individuals with Disabilities Education Act (IDEA), federal law, parents are an equal partner in their child’s education. This means that during the individualized education program (IEP) process your ideas are just as important as anyone’s on the IEP team.

Any type of services your child is receiving must be documented on the IEP.

For example:

• Support by an Intervention Specialist*
• Services for Physical Therapy*
• Services for Speech and Language*
• Services in Braille*
• Services for Occupational Therapy*
• Interpreter for Hearing Impairment*

(*This is not a complete list.)

All services listed should be accompanied by the amount of time per week the child will be receiving the services and who will be providing the services, i.e., Speech 120 minutes monthly with Speech Language Therapist.

An accommodation refers to “how” the general education curriculum will be presented to the student with disabilities so that they can understand the general education curriculum. Accommodations are changes in the way that materials are presented or in the way students respond to the materials, as well as changes in setting, timing, and scheduling.

Accommodations can be provided for:

• Instructional Methods and Materials
• Assignment and Assessments
• Physical Learning Environments
• Time Demands and Scheduling
• Special Communication Systems

Accommodations involve many kinds of techniques, strategies and support systems. They all help students work around limitations related to their disability.

For example:

• Speech to Text*
• Text to Speech (Reader)*
• Scribe*
• Computer*
• Audio Books*
• Braille*
• Interpreter*
• Large print books*
• Extended time*
• Special seating*
• Copy of the teacher’s notes*
• FM System*

(*This is not a complete list.)

Modifications are changes that can be made to “what” students are expected to learn.
Modifications may include:

• Partial completion of the program or course requirements
• Teaching less material where the following happen:
  • Curriculum expectations are below age or grade level
  • Alternative assessment/assessment criteria are developed
  • Alternate curricular goals are set

The decision to make modifications should not be made lightly because: Modifications imply that the student will not reach the grade level standards for all students. For most students with disabilities, modifications should be  considered only after all types of accommodations have been exhausted.

When determining a modification the question to ask is:

What part of the curriculum does this child need to know that will help them in
their adult life?

Examples:

• The class is studying decimals./The IEP student would study adding and subtracting money.
• The class is studying “Parts of a Plant.”/The IEP student will learn how to plant a seed, add water and the sun, and understand what is needed for the plant to grow.

Any modification to the general education curriculum should be specifically written on the IEP, i.e., “The curriculum of the science class will be modified to John/Jane’s functioning level.”

Review your child’s documentation before the meeting takes place. This would include but not be limited to: previous IEPs, previous evaluations and current evaluations, class work, other reports from therapists.

Students are important members of their IEP teams, and the meetings provide valuable opportunities to practice self-advocacy. Determine ahead of time how they will be included in their meetings, reach out if resources are needed to help them meaningfully contribute, and talk with your child if they will not be in attendance to gain an understanding of what their concerns and wishes are.

Ask for clarification during the meeting if you do not understand terminology being used or information being discussed.

General factors to be certain to discuss:

• Strengths of the Child
• Student Input
• Parent Concerns
• Evaluation Information
• State and District Assessment
• Academic, Developmental and Functional Needs of the Child
• Extended School Year (ESY)

By the child’s 17th birthday, the IEP team must inform the child and the parent of the child of the transfer of rights that will happen when the child reaches age 18.

In Ohio, children become legal adults at age 18; all rights under the Individuals with Disabilities Education act (IDEA) and Ohio statute will transfer to the child. That means that the rights to make educational decisions transfers to them.

This discussion about transfer of rights starts at age 17, and their rights should be reviewed with them during this time. The student may choose to have their parent continue to make educational decisions for them, including signing the IEP. This decision should be written and included with the other IEP documents.

Sometimes there are concerns about the student being able to make decisions on their own behalf. Guardianship can be considered. Guardianship must be addressed before the age of majority is reached in order for the parents to maintain educational rights for their child. Guardianship is done through the court system.