Being a parent of a child with special needs lends itself to having a lot of questions and being an advocate. But sometimes, even the IEP can be confusing or there can be questions that parents have that relate to services.
So, what is the IEP team’s responsibility in terms of which questions to answer during meetings?
Parent Questions the IEP Team Should Answer
During an eligibility meeting, initial or annual IEP meeting for special education supports and services, the IEP team should make sure to answer the following questions for the parent or guardian.
What is an IEP and how does it benefit my child?
Families must first understand what an IEP is and how it can benefit their child in school.
Here are 25 myths and facts about IEPs.
How is my child’s eligibility for an IEP determined?
Once families understand what an IEP is, they need to understand how a child’s eligibility is determined. Share the school’s process for determining eligibility with them.
What do the tests and evaluations mean? What do the test scores mean? What assessments are used to evaluate my child?
Explain the role of each test and evaluation in question, as well as, what the test scores mean in terms of services and supports for the child.
Who is involved in developing my child’s IEP?
Parents new to special education may not know all of the different people who are involved in the IEP process and/or on their child’s IEP team. Be sure to let them know who is involved and why they are important.
What is my role as the child’s parent or guardian?
Parents want to know what they are responsible for in terms of the IEP and the special services. Will they need to carry through with services at home? Should they be reinforcing skills? Parents want to know how to help, so provide them with as much information as possible.
What will the classroom look like? How much time is my child in or out of the classroom?
The layout and aesthetic of the classroom can play a big role in how successful the child is with his or her goals. Describe the classroom setting and how much time the child will be in the classroom each day.
How will the general education teacher support my child?
Parents are looking for specific examples of how the general ed teacher will support the child while he is in their room. Be as specific as possible without overstepping or overcommitting the gen ed teacher.
How much time is my child spending in the general education classroom, and is that setting helping them thrive? Should we increase or decrease that time?
Inclusion can take different forms, and often gets mislabeled for mainstreaming, so helping parents understand what it looks like for their child and why it is structured that way can clear up confusion.
What peer education is being offered to help students interact with each other?
Parents are concerned about how their child will be accepted in the classroom setting. If there are any special programs or lessons being taught about creating an environment that’s inclusive, that might be a good thing to mention to parents who ask this question.
How will these IEP services help my child be successful (present and future)?
It’s natural to want to know how the services will benefit the child. Explain the purpose of each, as well as, the expected outcome.
How do related services work?
While you as a special ed teacher may understand how related services work, oftentimes parents do not.
Are the support services (like speech therapy, OT, etc.) still effective, or do we need to adjust the frequency or approach?
While some support services may be appropriate for a student at a specific level or during a specific time, that need may increase or decrease from year to year. Re-evaluating the effectiveness of those services and communicating that with parents is a must.
What accommodations and/or modifications are being used? How are they helping and supporting my child?
As part of the IEP team, parents have the right to ask for and understand the specific accommodations and modifications that are being used to help support their child. Being as specific as possible will help to alleviate fears and build a community of trust.
Are the current accommodations and modifications still appropriate, or do we need to adjust anything to better meet my childโs needs?
Sometimes students outgrow the need for certain accommodations and modifications. Be prepared to justify the need for those in the IEP.
How often will my child’s IEP be reviewed and updated?
Remember, parents who are not familiar with the IEP process may not know that the document must be reviewed yearly, or that they will receive progress reports multiple times throughout the school year.
How will progress toward IEP goals be measured and reported to me?
Make sure families know that they will be receiving progress notes throughout the year, but that they are always welcome to schedule time to discuss their child’s progress.
How does the school ensure that my child’s IEP is being implemented effectively?
Share with families how IEPs are monitored and implemented across the curriculum.
Are the teachers qualified to implement [insert whatever program or curriculum the student needs]? If so, what are their qualifications?
Parents and students have every right to ask about their teacher’s qualifications to teach specific programs or curriculum. If a dyslexic student is required to have an Orton-Gillingham based program, it stands to reason that the person implementing that program should be formally trained in that program. Don’t be offended by students and parents advocating for what their child needs.
How can I support my child’s learning at home in alignment with their IEP?
Parents know that learning doesn’t end when the school bell rings at the end of the day. Share some ways they can help support their child based on what’s being implemented in the IEP.
What should I do if I have concerns about my child’s progress or the implementation of their IEP?
Contact information and procedures for scheduling times to discuss students’ success should be shared with the family.
How does the school prepare my child for transitioning to the next grade or post-secondary education?
The transition process is not one that’s talked about in lower grades, but for high school students, it’s an important part of the special education process. Make sure families understand how students are prepared.
As my child gets older, what plans are in place for transitioning to the next grade level or even post-school life? Are we focusing enough on life skills and independence?
This is a valid concern for families of students in high school and should be addressed with compassion and a solid plan for helping the student transition.
What happens if I disagree with the results or proposed IEP?
A copy of the procedural safeguards should be given to parents, along with an explanation of what they should do if they disagree with the proposed IEP.
If the Child Does Not Qualify
If a child does not qualify for special education supports and services, the IEP team should make sure to answer the following questions for the parent or guardian.
What are the next steps?
Parents want to know what their next step should be in securing assistance for their child.
Why doesn’t my child qualify? What was or were the deciding data points?
Understand that parents may be angry or upset that their child does not qualify for special services at this point. Explaining why and how the decision was made can give them some clarity about the situation.
What other supports are offered (tiered interventions? 504 Plan?)?
While the child may not qualify for special education supports and services, there may be other things that make more sense for their situation. Explaining the other options will help parents understand that you are both on the side of the child.
Answering parents’ questions can be intimidating or might make you feel defensive. Keep in mind that they are advocating for the love of their life and it is a much more emotionally charged situation for them than it is for you. Approach them with compassion and empathy.
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