Parents what would you like to see at special ed results/iep meetings?

Question

I am usually a member of the IEP team for special education, especially during the testing and results of assessement. What information would you liked explained more to you? What information would you like that you are not getting? I am just wanting the perspective of a parent. Please no general rants on how school systems are out to get all of us.

Actually in response to Crabby in my state(Minnesota) there is only one standard high school diploma given to all student reguardless if they are special education students or not. All students must meet the state criteria for credits and all must pass the basic standards tests in math, reading and writing(except of course students with severe disabilities such as traumatic brain injuries etc)

Answer 1

My kids have gone through this process. One completed and in this school year (after being diagnosed w/ visua; processing disorder) was placed in w/ 2 amazing teachers and is on honor roll for the 2nd time this year. No complaints about that.

My second is just starting the same process(possible add/adhd) and is a emotional child if we holer at him at home he screams "your a meanie" I hate you, or if he does something wrong like kicks and breaks something he cries immediatley and says "daddy's gonna kill me, etc. Or he'll say are you gonna beat me now??/ (we've never ever beat our kids the worst a whack on the bottom years ago). many fellow school parents-often refuse the intervention because of the what if factor . Meaning- for similar reason, or if their child lies, aggresively makes statements like "they yell all the time" the parents are afraid to allow the testing etc happen because the "child abuse" factor. What if child states "mom/dad ye;;s at us, mom/dad smacked me> You go into it to help the child be placed to assist them in the school for their benefit and then the next thing you have dyfs. I would like to have things laid out more open where parents can say to the team "here's the reactions we see at home so you know if you hear this", without putting up a red flag. It's hard to explain, but as a parent, you are basically told you cannot spank a child, children are told that as well in the school, understandbly b/c of those jerks that do abuse the kids, ut for those whom do not, it can still come back and get you. And when the psych/social interview of the child is done (especially if a child who has emotional outburst like some do) things can be said and lead to horrid things.

I wish there was a way parents could speak about this to "you" and make it clear that it's not happening and just to make aware.

Other then that i think the who CST,IRT,IEp process is wonderful and a very much needed and specialized service. And like I stated ealier for my elder son so fasr all of his "team" are life savers, and I have my happy confident son back.

Answer 2

1.For schools to follow the special ed IDEA laws and their own state sped laws.
2.Include the parent in the IEP process like they are mandated to do by law, instead of initimidating, lying, bringing the parent to tears.
3. Write on the meeting minutes form things that ACTUALLY happen in an IEP meeting, instead of writing only things that will benefit them (school)
I"ve never read a meeting minute report that stated anything that really happened in a meeting.
4.Listen to the parent and believe they they know their own child better than the school does.
5.School should give parent 'prior written notice' for all the decisions they make regarding starting, changing, stopping or refusing FAPE. Schools are required by law to give this IN THE MEETING and most of them don't. And if they do, it's not legal. Some schools say the IEP meeting itself is PWN (!?!?!)
6. School needs to act professional and be able to tell the truth about the child, instead of being under the gatekeepers thumb.
7.School people should stand up and advocate for the child instead of being quiet and/or lie, just because the administrators tell them to.
8. For schools to explain the results of the tests in a way that parents can understand and not ignore the items that show the childs problems.
9.Schools should stop lying, cheating, initimidating, violating federal and state laws, blaming everything on childs and parents behavior, etc.
10.When the parent finds out the laws and that the school has been violating laws and lying to them, they should come clean and be honest and start following the laws. But NO, the schools fight even more and will not admit to wrong doing.

The schools can lie, cheat, violate laws, intimidate, be hostile, etc. But as soon as the parent finds out the truth, the law and their rights, then it's the PARENT who is the BAD one when they start fighting for their child to get what they are entitled to by law.


Please go to www.schwablearning.org and sign up for free to post on their parent to parent message board. You will get a LOT of answers there and find out that everything that I just wrote is happening all over the country.

Answer 3

I would like to see parents receive, for the benefit of the student, and all others interested and responsible for his/her special education the following at the I.E.P. meeting:
1. that the school staff has not fixed their recommendations for the student at a pre-IEP meeting where a significant member has not been invited, that is, the parent(s) who are recognized by federal and state statutes as an indispensible member of the I.E.P. committee.
2. that all members of the I.E.P. committee, inclusive of staff and parent(s),
have had the opportunity to have read and studied the assessments and the evaluations before the I.E.P. meeting; and know how those assessments and evaluations uniquely impact the unique student and his/her ability to receive and express education.
3. that staff and parents have available to them, the assessors and the evaluators, who will freely and objectively be open to questions as to the meaning of the assessments/testings/evaluations as they relate to the unique child's educational needs.
4. that each member of the I.E.P. meeting have knowledge, to the best of their ability, of known educational methodologies that are available, not just those that are practiced in their particular school, and not just those that they have pre-decided to offer, that would be relevant to address the particular educational disability. And further that the I.E.P. committee meeting be administered in a manner in which the members may openly discuss those without constraint or pressure. Then the members select the educational methodologies that will realistically address the unique needs of the child, and place the same in the I.E.P. And then make sure that the I.E.P. is implemented, and then to measure and assess the value of the I.E.P. from time to time to determine if modifications are needed for the CHILD.
ALL of the above are stated and contemplated under the federal and state laws and regulations. An educational plan is fundamentally significant and should not be rushed, nor should its formation leave any important member without understanding.

Answer 4

It's not that we need things explained to us, it's that IEP team needs to open up. Quit pretending this is the first time you ever saw a child who needed this or that service. Quit pretending a service does not exist, hoping the parent won't find out. Make it about the student and not the budget.

I know you are going to say you have never personally done any of that. I am just speaking from experience.

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Answer 5

WOW! Well the first thing I'd like to see is the members of my daughters IEP team asking me this question!

Then acknowledgement, validation, cooperation, alternative suggestions to the things you deny. Two-way communication and compromise.

Basically everything that is needed whenever you are building a meaningful relationship with someone. The IEP Team is making decisions that affect my child's LIFE. That's pretty damn meaningful. I'd rather not feel contempt and resentment when sitting with them.

Thank YOU for asking.

Answer 6

I second everything "kacky" answered. But there are a couple more things you (generally, those conducting these meetings, this isn't personal) need to start dealing with.

First--start being straight about IEP "diplomas" (under whatever name you use for them). These are not high school diplomas--and are virtually worthless. Parents have a right to know this.

Second--I know there are many sincere people in special education--but the system is broken--and educators need to stop pretending otherwise. I fyou really care about the kids--you''re going to have to be straight with us--and be willing to fight the system with us.

Answer 7

i am from la crosse, wisconsin. i had an iep in school. most of the things that you are aware of is what i had in school. make sure that a student can have a quiet area for testing and also studying. also if you could have the teacher make the directions easier for the student. some people with learning disabilities don't comprehend difficult directions. also if there could be someone that could help during tests for foreign languages like a student teacher would also be very helpful. extra time on tests and homework would also help, with my experience it would help if the student had more time to complete their tasks. feel free to contact me in the future.

Answer 8

I would like a simple (how to) guide to the IEP sent with the appointment for the meeting.
A clear hard copy definition of what the roles of IEP team are and how their decision affects my child.

Answer 9

teacher do not follow the students IEP. you need to talk to the teachers if they understand. i have to call her every other week to remind her. that she didn't modify his test and assignments. they need highlight the students name that have IEPs. so they won't forget.