For special education teachers, IEPs are second nature. The acronyms make sense, the laws surrounding the documents are understood, and the necessity of providing services is a given.
Not all school staff understand what IEPs are, however, and that can lead to misunderstandings and putting the school in jeopardy because services are not provided.
When talking with the school staff about IEPs, below is a list of things to cover and make sure that they understand. It can mean the difference between a successful year for your students and one that is lacking.
IEP Information School Staff Needs to Know
IEPs are Legal Documents
Some general ed teachers see IEPs as suggestions of things that students need to work on because they do not understand the ramifications of not implementing them. In actuality, IEPs are legally binding documents that must be carried out with fidelity. They are not open to interpretation, just ideas of things to work on, or able to be disregarded. They must be followed.
Accommodations Can Be Used for Any Student
While the accommodations in a student’s IEP are legally binding, those same types of accommodations can be used for any student who might benefit from them – even if they do not have an IEP.
But, what that does not mean is that how that same accommodation is implemented for each student. Implementation of one accommodation is very individualized for each student with an IEP.
Your Input is Very Helpful
When an IEP is being written, input from general ed teachers, specialists, and staff is valuable. What a special ed teacher might see as a normal expectation (i.e. – contacting parents daily) may not be feasible for a teacher with over 100 students each day. Do not be afraid to collaborate and give your input!
Fair Does Not Mean Equal
Sometimes there is the thought that special education students have an unfair advantage due to their accommodations or modifications. This is far from the truth. Instead, those services are written into an IEP to make sure that the student has the same opportunities for success as other students in the class. Fair does not mean everyone has the same thing. Fair means that everyone has what they need in order to succeed.
Accommodations and Modifications are Not the Same Things
It can be confusing for those who do not deal with special education lingo all of the time to understand that accommodations and modifications are two very different things in an IEP.
Here is a detailed description of the two and some ideas for explaining them to others.
Avoid Calling Out Students with IEPs
Singling out students with IEPs or pointing out that they have IEPs is not a good way to build self-confidence or trust.
The best special education programs are ones where it is almost impossible to tell which students are receiving services and which ones are not.
Wait Time is for All Students
Wait time is one of the most undervalued teaching strategies around. Give all students time to process and answer. Being patient and waiting gives students the opportunity to think about and formulate their best answer instead of rushing or giving any answer just to have the pressure taken off of them.
Educating school staff about IEPs and special education, in general, can change the culture of a school and the outcomes of students. It is worth taking the time to do!
Strong advocacy starts with the right tools and training. At The Intentional IEP, we equip you with 10,000+ data-backed goals, expert-led PD, and easy-to-implement data systemsโso youโre not just writing IEPs, youโre writing them with purpose, confidence, and clarity. Advocacy starts here.