During my time in Missouri as an advocate for individuals and families of a child with a disability I was fortunate to work with a variety of school systems during the IEP (Individualized Educational Program) process. I worked as an advocate with the family and child attending IEP meetings, working together with the school updating plans, writing new plans, working on transitional services, and a host of additional processes pertinent to each individual child. I learned quickly that no two school systems were the same, as were no two educators. My biggest struggles came in a small community in Northeastern Missouri. Families were having a difficult time communicating effectively with school administration and felt that the needs of their child were not being met. Being new and not quite knowing the lay of the land, I decided to get to know these administrators and discover just how they worked.

After observing several meetings both IEP and otherwise it became clear that there was a feeling of defensiveness that was felt of both sides. Once this divisiveness entered into a meeting, well that pretty much set the tone, and not too much was accomplished. I decided to start prepping families before meetings, not just on the how to but on the how to attitude. I really began to see that it was all how you came to the table. If you came to the table believing that we are all going to get along and get something great accomplished here for the most important person in the world…MY CHILD…then that would happen. However, if you showed up on the defense, ready for a fight, well, a fight is what you can expect. My Granny used to tell me “You draw more flies with honey than vinegar.” That was never quite as true as in an IEP meeting.

In meetings the group working together, writing the IEP is called the IEP team. Families began to look at the team as just that, a team. As in the body of Christ we are all members of the same team, working together for a greater good. Each player serving a unique purpose, each purpose needed in order for the body to fully function in a healthy way to best serve the Lord. Coming together and respecting one another’s ideas and skills in the process of creating the IEP as well as carrying out the services as indicated in the IEP became a part of the bigger picture for this community. It was amazing as an advocate to observe communication barriers dissolve and new working relationships develop. Now mind you this did not happen overnight. I was a part of advocating for families within this school system for over seven years, however within that time children were served in a new way, and families who had previously been dissatisfied with services were leaving meetings with a smile, and were actually remaining pleased with services throughout the school year.

In looking at the IEP process itself it is important to recognize that while each school system works differently there is a core set of protocol established by the Federal Government to ensure that each child receives a quality education. The IEP enables educators, administrative staff, all ancillary services, and the students family to work together to provide the best possible outcomes for the child. The IEP process is driven by the Individuals with Disabilities Education Act (IDEA), however, it is important to note that each state and local municipality may include additional information within their IEP document which explains why documents may look different within different school systems.

In order to be eligible for an IEP the child must first be identified, evaluated, and eligibility must be determined. Once the child is found to be eligible for services an IEP meeting is the scheduled. As parents or guardians of a child with a disability it is important to recognize your right to ensure that the time of the meeting is appropriate for you as well as anyone that you wish to invite. You may invite a trusted family friend, an advocate, or medical staff that you have found to be supportive to both you and your child. It is important as parents to remember that you are your child’s best advocate. From the onset you should maintain a ledger of all communication with school staff either by phone or any conversation you may have had on school premises. Keep a log of dates and keep copies of all written communication with school staff. This is supportive in assisting you in remembering all of the services that your child should be receiving as well as assisting you if later there is a grievance (which hopefully there will not be).

After the IEP meeting is scheduled the meeting is held and the IEP is written. The current performance of the child is discussed, annual goals of the child are determined as are the special education and related services to be received. Determination will be made regarding the amount of time the child will spend in the regular classroom. Additionally the child’s part in state in district tests will be determined as well as dates and places. As your child gets older one of the most significant discussions that will take place in the IEP process is transition services. This takes place at age 14 or younger. At the age of 16 needed transition services will begin. Within the IEP there will be discussion regarding the age of majority. How progress will be measured and reported will also be covered within the IEP process. Once the IEP is written the services will be provided to the student. Progress is measured and reported to the parents. The IEP will be reviewed on an annual basis unless there is a request made by the parents or guardians to review the IEP at another time. Every three years the child will be re-evaluated.

If you do not agree with the IEP attempt to work with the school in order to reach an agreement. If this is not possible it will then be important to utilize mediation. If mediation does not support the family in achieving the needed results it will be important to begin what is called “due process.” Mediation must be made available to the family during the time of due process. Additionally a family may file a complaint with the State Education Agency (SEA) if they believe that the rights as stated under the IDEA were violated. The SEA has 60 calendar days to resolve the complaint, unless there are special circumstances.

Remember that the IEP is the cornerstone of the educational process. Recognizing the strengths of your child as you work through the process enables a quality plan, promoting a positive attitude among team members. Focusing on teamwork and quality communication enables team members to listen to one another and respect one another. You are there to support your child in receiving the best education possible. Come to the meeting with a Christ-centered attitude. When educators see positive parents willing to work together, it can make all the difference.

Continuing to look at how to work within the schools and making the IEP process work for you, I will share a technique called mapping with everyone in my next installment. Mapping enables parents and students to look at where they want to be at the end of their education and essentially work backwards from there in an IEP process, ensuring that plans include all of the tools to support students in achieving their dreams. I look forward to sharing this with all of you next time.

U.S. Department of Education. (2007). My child’s special needs: A guide to the Individualized Educational Program. Retrieved July 17th, 2008, from http://www.ed.gov/parents/needs/speced/iepguide/index.html.

Heidi E. Johnson M.S.

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