Week #10: The IEP Process and How it impacts family members

   The IEP ( Individualized Education Plan) is the document that is the result of a lengthy process resulting in its publication. The process starts with the referral of a student for evaluation. The student's parents are then contacted in order to receive permission to evaluate the student to determine if the child is eligible for exceptional education services and what services he/she qualifies for. After all formal evaluations are completed and the child is determined to eligible for services, the IEP meeting is scheduled and involves parents, teachers, therapists, counselors, and administration of the school. During this meeting, specific, measurable, and relevant goals and objectives are written to guide all professionals involved with the student in delivering the most appropriate instructional delivery in the least restrictive environment for that student's educational needs. These goals and objectives are reviewed annually to assure progress is being achieved. However formal re-evaluation of the student is completed at least every three years to assure that if the needs of the student change, the IEP can be adjusted appropriately to their needs.

    It is imperative that parents/ guardians understand their due process rights in being a part of the entire process of developing their student's IEP. They do have the right to refer the student to be evaluated, sign written consent for evaluation, and provide a great deal of input in helping to write the goals and objectives of the IEP. They also have the right to dissent to any part of that IEP with a formal written argument. Although their signatures are required for the initial IEP, often parents do not realize that that signature isn't required on subsequent IEP's. They believe that if they disagree with anything, that simply refusing to sign the IEP document is enough to protest. That is an incorrect assumption. It is vital that they read and understand the written due process procedures that they are provided at each IEP meeting so that they understand how to write out what specifically what it is they do not agree with and what it specifically it is that they want for their student. Written documentation is required of both the parents and the district handling the IEP. Nothing is just done verbally.

      Consequently, it is also important that parents/guardians have input on what services and how those services are provided to their student. They do have a say on what the least restrictive environment is and how transitional services should be handled regarding post-graduation plans. Because parents and guardians have such a vital role in the process of developing the IEP, it is essential that school districts and all professionals involved keep all communication positive and develop a relationship with the student's family that is cooperative towards helping the student reach his academic and functional life goals. When the relationship turns adversarial, it is the student that is harmed the most. Clear communication and conscious pursuit of mutual understanding among all parties involved with the IEP process provides the student with the best possible scenario to have his/her educational needs met.