The IEP process is a lot for a teacher. There is SO much paperwork, so many important factors to add, to remember, language to use, and language to avoid. Plus, special education teachers have to do this for a LOT of students!
With all the volume of work surrounding IEPs, we often forget how overwhelming this process is as a parent.
Not only does this process determine a lot for their child, but it often includes a lot of procedures, language, and information that is foreign to them. While as teachers we want the process to go smoothly, we also have to remember the reason for the IEP in the first place: the student.
If our focus is on what’s best for the student, we need to empower their family unit to advocate and support them the best way possible. How?
Here are 3 ways special education teachers can help parents become advocates.
1. Explain the process.
It would be really hard to advocate for your child if you did not fully understand the process or system of how to advocate. At some point, someone is the first special education teacher that a parent’s child has.
For some, this might be an early childhood teacher when a student turns 3 years old. For others, this might be a high school teacher as their child finally gets the IEP they need. At some point in a special education teacher’s career, they will be the first special education teacher for that family. Be the one to explain the process!
Explain the team members, their roles, the process of an IEP, what each section of the IEP is for and why it is important. When a parent really understands something, they can better share their thoughts on what it should look like. If a parent is completely in the dark on this process, there is no way that they can confidently share thoughts and input on what it should look like.
A helpful resource you can give them is this brochure explaining what an IEP is.
Click the image above to join The Intentional IEP where you will be able to grab this resource!
Here is short snippet from one of the trainings inside of TII membership about parent involvement:
The membership also provides guidance on involving parents beyond the parent input statement.
By joining the membership, individuals also gain access to an extensive library of over 13,000 pre-written IEP goals, empowering them with a wealth of options to support their students’ unique needs. Learn more and become a member of The Intentional IEP today!
2. Send the draft home.
Before the IEP meeting, send the draft IEP home. Let’s repeat that: send the draft IEP home.
Many schools and school districts require a draft IEP to be sent home prior to the actual IEP meeting, but many actually do not. Regardless if it is required, in order to help parents advocate for their child and have the opportunity to really share their thoughts on the draft, sending it home gives parents an opportunity, without the pressure of an IEP meeting, to see what might be the final version.
This gives parents the chance to really review, see what your thoughts are, and really offer comments and suggestions on what the next year of school will look like for their child.
It’s no secret that I love a good checklist – so I made this one for parents to use. While reviewing the draft of the IEP, they can use it to write down any questions or comments they want to remember to bring up during that part of the meeting.
Click the image above to join The Intentional IEP and have access to this resource!
3. Give opportunities.
In IEP meetings, things can often feel rushed and when the dreaded, “Do you have any questions?” time comes around. So much so that it can really feel like, “Please don’t ask any questions” time.
Instead of asking “Do you have any questions”, try, “What questions do you have?” This flips the script. This changes the vibe to expecting questions, to inviting questions, and says, “I have saved time for questions”.
While advocacy may feel like a burden for you as the teacher, it truly is the best way to empower your students and the families you service. If your student’s family is knowledgeable about the IEP process and an empowered advocate for their child, it is a step towards self advocacy and self determination for the student.
