Positive and productive IEP meetings lay the groundwork for better student outcomes, but when team opinions clash and emotions run high, a meeting can fall apart before you know it. Sometimes, having a neutral third-party facilitator can make all the difference in the success of a meeting.
Being sure to have a facilitated IEP meeting helps to clarify points of agreement and disagreement. It provides opportunities for team members to resolve conflicts if they arise, encourages parents and professionals to identify new options to address unresolved problems.
The facilitator in an IEP meeting is trained in effective communication and ways to address and resolve conflict. If you, or another team member, needs to be that facilitator, here are some clarifying questions that can be asked throughout the meeting to make sure that all team members are on the same page when it comes to the success of the student.
7 Clarifying Questions Teachers Should Ask at IEP Meetings
- What would it look like if the team were to do that?
- You must have good reasons for thinking this – can you tell us them?
- Can you say more about that – how might that address the issue at hand?
- Where do you think that would lead?
- What do you see happening if the team goes that route?
- How might that be helpful?
- What benefits could be expected if you did that?
Asking clarifying questions is crucial in IEP meetings because they shift the tone of the conversation from reactive to reflective. Each question helps uncover the why behind decisions, encourages team collaboration, and ensures that everyone at the table – not just the loudest or most experienced voices – has a shared understanding of what’s being proposed and how it impacts the student.
But let’s take a deeper look at why each question is specifically important.
1. “What would it look like if the team were to do that?”
This invites the speaker to move from abstract ideas to concrete implementation. It ensures the proposed action is realistic, measurable, and aligned with student needs.
2. “You must have good reasons for thinking this – can you tell us them?”
This communicates respect and curiosity. It validates the speaker’s perspective while gently asking for evidence or rationale, which strengthens team trust and decision-making.
3. “Can you say more about that – how might that address the issue at hand?”
This draws the connection between the suggestion and the actual problem. It keeps the conversation focused and prevents decisions that sound good but don’t directly serve the student’s needs.
4. “Where do you think that would lead?”
By asking this, you explore potential outcomes. It allows the team to evaluate whether a suggestion aligns with long-term goals or might create unintended consequences.
5. “What do you see happening if the team goes that route?”
This opens the floor for predictive thinking. It invites the team to consider both best-case and worst-case scenarios, strengthening proactive planning.
6. “How might that be helpful?”
This brings the team back to the student. If no clear benefit can be articulated, it may indicate the need to rethink or refine the strategy.
7. “What benefits could be expected if you did that?”
This frames the conversation in terms of positive impact. It pushes the team to align ideas with measurable progress, rather than vague hopes.
Together, these questions promote deeper understanding, thoughtful collaboration, and stronger advocacy. They help teachers and fellow IEP team members, especially those who feel overwhelmed or outnumbered in meetings, find their voice and ensure that the IEP truly reflects what’s best for the student.
Asking these questions will ensure that all members of the meeting are on the same page and understand what the expected outcomes of the IEP are – especially the parents who most likely do not have a background in special education feeling overwhelmed with an IEP meeting.
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