IEP Meetings

When watching the IEP process, I was able to see each step that is taken in creating student IEPs. I found it interesting that there was a huge emphasis on the parent involvement in the process. At my current school, I do not see as much parent involvement in the process. Parent involvement is very important because they know the student the best. They know student history, strengths, and weaknesses and can help to create the most beneficial and effective IEP for the student (Kupper). The parent can give their input on what may or may not work for their child.

The IEP team consists of the parent, general education teacher, special education teacher, school district representative, and school psychologist. Out of this team, I think that the most challenging role is the parent. This is because the parent is responsible for making sure that their child is receiving the services they need and that their IEP is the most effective. I noticed in the IEP meeting that the parents felt that some of the goals may have been a little much for their child and reducing their child’s special education time was not a good idea because their child was behind. When the parents spoke up, the meeting coordinator agreed to keep the special education time. Though the school members of the IEP team are trying to do what they can to make the student successful, sometimes the parents know better when it comes to the student’s needs.

At my current school, I have not attended many IEP meetings, so I never really knew the best way to help them when it came to the IEP process. After watching the mock IEP meeting, I know better how I can help my students with IEP during meetings and moving forward. One thing that I will do is ask the meeting coordinator to have the student join the meeting. Seeing how the team talked with the student and took some of his input helped the IEP process in getting the student his needs. Another thing I will be sure to do is to keep work samples. I do not keep much student work because I want them to have their work to be able to study from, but when I would be asked for input about a student on be invited to IEP meetings, I would not have any samples to help. I now will be sure to make a copy of any work that I feel will help to address the goals on their IEP. Thoroughly reading the IEP will also help me to create the best accommodations or modifications for the student. There is a lot that goes into making and IEP, so to help my students, I need to thoroughly read and understand their disability and needs. In meetings, I need to speak up more about what I think the student can achieve and ways to help them. In the meetings that I have gone to, I was there for a short period of time to give minimal input and was told I could leave. After watching the meeting, it is important that everyone on the team stays the entire time to be sure that everyone is on the same page.

References

Exceptional Children’s Assistance Center. (2011, October 30). The IEP Team Process: Chapter 1 – IDEA and IEPs. [Video file]. Retrieved from https://www.youtube.com/watch?time_continue=94&v=bSm3wOjkkVw

Exceptional Children’s Assistance Center. (2011, October 30). The IEP Team Process: Chapter 2 – The IEP Team. [Video file]. Retrieved from https://www.youtube.com/watch?v=QMctXPmG7bc

Exceptional Children’s Assistance Center. (2011, October 30). The IEP Team Process: Chapter 3 – What’s Included in the IEP. [Video file]. Retrieved from https://www.youtube.com/watch?v=BIi0xanOVcs

Exceptional Children’s Assistance Center. (2011, October 30). The IEP Team Process: Chapter 4 – Getting Ready for the IEP Meeting [Video file]. Retrieved from https://www.youtube.com/watch?v=DDhLjYSbwCc

Exceptional Children’s Assistance Center. (2011, October 28). The IEP Team Process: Chapter 5 – The IEP Meeting. [Video file]. Retrieved from https://www.youtube.com/watch?v=ok0irMNfKmY

Kupper, L. & Kohanek, J. (2000, July). “The IEP Team Members.” Reading Rockets. Retrieved from https://www.readingrockets.org/article/iep-team-members