Does any other educator besides me oppose the necessity to write IEP's for students in Special Education?

Question

I keep hearing terms like "legal document" and "living document" but after all the work that IEP's involve I see very few that don't get filed and forgotten until the next review. Is there a better way to ensure the needs of students with disabilities are met. I also wonder how much of the Special Education budget actually reaches the student and how much is eaten up in bureaucratic compliance and proceduralism.

Answer 1

You are the first educator I have met who has felt IEP's may be a ...a wast of time?..for lack of better words. Many do find IEP's frustrating...from the time it takes to prepare one in the correct format, to implementation to finding what does and does not work for a student, but I have yet to find one who thinks they aren't useful.

In the best case scenario, an IEP is "filed and forgotten" until the next review. This would be because the IEP is fully implemented and it is doing it's job and doing it well. Unfotunately, that is usually not the case. Too often, things that should be on an IEP aren't..because the school district won't approve them, the teachers aren't able to implement them and/or the money doesn't exsist. When you hear about an IEP, it is usually because it isn't working.

As of right now, an IEP is the most effective tool for ensuring kids with special needs get the educations they need in the enviroment and manner that works best. It is a process of trial and error, which is never as efficent as we'd like but it provides parents with a legal document that schools must support and follow as written. Without it, parents would have no way to know if the services their child needed were being offered and/or recieved, teachers would have no way to structure classrooms and implement lessons for qyalifying students and the kids themselves would be left in a position of having no stability in their education. It may not be perfect, but it is the best we've got!

As for money, generally speaking only about 1/3 of every dollar spent on special ed is spent on an actual child. Compliance does eat up a fair amount of capitol. So does the administration costs, costs for specialists and testing as well as the overall increased cost of special education. But, the same can be said in most public school classes with traditional students now that No Child Left Behind has come along. The costs for that program...developing, implementing, preparing for, evaluating and compling results of..are all paid for by the school systems themselves, not by the federal government. And these costs are higher in schools with failing scores...which sadly enough are schools that are often already facing serious budget crisis..because they have to increase spending while they look for ways to improve scores.

Education is exspensive...be it in public schools or in private. To see signifigant changes in education will take more money, more involvement by parents and community and more support from state and federal governments. I've said it before...if we want stronger public schools, we will have to pay for them. Stop voting for tax cuts...you're only hurting the future.

Answer 2

As a parent, I don't find the IEP useless. It is there to protect the student and the teacher. An IEP is a legal document, but I agree with you that is only useful if it is being followed. I have found in my son's school that sometimes his teacher feels that she has a "better way" of dealing with my son and deviates from the document. It is my job as a parent to ensure that the document is followed. If anyone on the IEP team wants to try something different, then we need to have an IEP Review and discuss this as a team. As far as the services that are provided/not provided this can be addressed by a Parental attachment. I have found that if you can present a good explanation as to why a service is needed, it is usually provided. The key to a good IEP is a parent who is knowledgeable about the IEP process and ensures that the IEP is being followed. A good book for everyone on the IEP team to read is entitled Wrightslaw: Special Education Law and another entitled Wrightslaw: From Emotions to Advocacy: The Special Education Survival Guide.

Answer 3

As a Special Education teacher, I do think IEP's are important. I do sometimes resent the length of them, the time it takes to write one and the 1-2 hours it takes to hold a meeting if a parent even bothers to show up. We are required at my school to hold our IEP's during our prep period, which means I lose my prep that day. Any time there is a change with the child such as behavior or class change we must hold another IEP. Some students have had three IEP's already this school year. It takes about two hours to write each one because most are 12-14 pages long. I generally work on them at home because there is no time during the work day. This year, I have about 80% of my students on Behavior plans which must be reviewed at an IEP every 4-6 weeks. There is not enough hours in the day. Most of the time, we have to beg Administration and the general education teachers to attend the meetings. I am sorry for ranting because I do feel that IEP's are important and I had two of my own children with IEP's. I just wish that more people understand how much time it takes to write and implement them.

Answer 4

Sorry I'm not an educator. Thought I might contribute anyway.
My son just turned 5yrs. old. He has been on an IEP for 2 yrs., speech delayed mostly, now it's more of a behavioral delay. In the beginning I died to find out he needed special education. As time progressed I couldn't of been happier. I realize it has been the best thing that could of happened to him. My hats off to all you teachers!
I attend every IEP meeting, which is 3 - 4 a school year. I am amazed at the detail of the work that all the involved parties contribute to my son. I am extremely grateful to the care they have inside them. In my opinion I think the detail in the IEP's is wonderful. It has to be that thorough so that the "right hand knows what the left hand is doing".

I'm sorry to hear that in some cities the kids are getting the short end of the deal due to monetary and other reasons.

Answer 5

This makes me very sad. If IEPs are getting filed away and are not being implemented, where are the people who are supposed to be there to speak up. I know that school environments for teachers and aides are, if you say anything, you will be fired. A lot of my teacher friends have shared this with me. And it isn't just our district. Our Fox 26 news just did a story in another district about a teacher who was fired because she told the parents of the programs they could ask for for their children with dyslexia. And where are the parents of these kids with these IEP's? If my child's IEP was not being followed, you better believe I'll be right there asking for the reasons why and holding the school district accountable for not implementing his IEP. Unfortunately a lot of parents are not educated on how to effectively advocate for their kids, not aware of the laws that protect their kids. Some are tired and just don't feel they can take on the district. Some naively think the district will always do the right thing. And unfortunately the teachers are in the middle, unable to speak up for the child for fear of their jobs. I don't think there is any other way to ensure the rights of a child under IDEA than to write and implement an IEP. As far as our own district, under the Freedom of Information Act, I was able to acquire that out of every $1000, 99% of that amount was being used to teach the kids in regular education. For special education, that dropped to 80%. When asked where the other 20% was, no one in the district could tell me. This ISN'T including money that they spent on legal processes; this amount should never be tied into the costs of educating a child. They wouldn't have legal processes if the districts were doing the right things. I just attended my annual ARD where I asked that some of the workshops provided by our local FEAT organization could be part of the parent training. Parent training is supposed to be provided to help parents meet the IEP goals. The special education director always attends my ARDs now since they are so hostile (that's another story, but my child seriously regressed in 2-1/2 years a full 10 years of education because they ended a program in which he was learning). She said, "Sure, let the taxpayer pay." I was polite, I didn't say what I really wanted to say, "The taxpayers just voted for a $11 million sports complex and transportation center; I seriously doubt they are going to be upset about a silly $100 or less in a year's period of time." But it gave me insight into where her head is at -- provide as little as possible to save the taxpayers money.

Answer 6

I was a special Ed student and was in Special Education all through my school career. So naturally I had an IEP. Anyway I don't think IEPS are a waste of time as you put it. That's the only way kids with disabilities can get an education and learn to get along in school because if they didn't have IEPS the students who really need them won't have the chance to succeed in school so they'll be at a disadvantage in their school and in their lives as adults. I think that the people who write the IEPS need to follow up with maybe three times a year instead of just once a year.

Answer 7

I have been a special education teacher for 6 years now in Texas... and this is the reason I am moving into Administration next year as an assistant principal. You are correct - many IEPs are written for the ARD meeting and are never seen again until time to update the student file for the next annual review.
The concept - when used correctly, actually works... but how many general education teachers actually follow the protocol?

Answer 8

Well, here's a perspective from a disabilitty studies/social science /policy perspective (and disability studies/policy is my field).

You stated implicitly the ostensible purpose of the IEPs. But these documents do not function as guides to ensure children get what they need; in practice, they serve as a legal protection for the school system.

Here's one example of how the IEP works in practice. A student with a disability can be moved thrugh the system in compliance with an IEP--and since the parents are signatory, are thus legally in agreement before and during the educational process. However, the school is not required to actually make a good-faith effort to ensrue the student receieves education adequate to earn a high school diploma--instead the school system can put the student on a trak to receive a "IEP diploma" (aka several other names). This certifiestthat the school has completed its obligation--but for the student is virtually worthless. In practice, it simply allows the school to "close the case"-and any further obligation--without having to be accountable for results.

I know that is not what the IEP is SUPPOSED to be--that's simply one example of what it has actually BECOME.

No, the endless paperwork is not needed--most of it is nothing more than a paper triail that exists for the same purpose--legally protecting the school.

And only a small amount of the funds earmarked for special education goes to the students who need it. Paperwork is only one of the factors--though you're right--it is a big part of the waste.

Answer 9

As a special ed teacher for students with severe disabilities, I think the IEP is a VERY important part of their education. I write relevant goals and implement them based on each students very unique needs. They also spell out what services the child will be recieving. Especially with more severe populations, curriculum can be weak, or even not in place...IEP's help shape what is done in the classroom. However, for students with very mild disabilities, they may not be as important as everyone thinks. Our district is looking toward having students with milder disabilities recieve services more along the lines of a 504 plan...not a full IEP. Same services, but less red tape. Having less paperwork and more time to serve kids would help Spec. ed. teachers, but rather than doing away with IEP's all together, I'd like to see them streamlined a little....paperwork reduction.

Answer 10

I write them, I try and follow them.. but I hit the wall when I put request after request for equipment, text books, amplification and other equipment which I am told didn't get ordered or isn't on the budget for this year. Am I suppose to "lie" to the parents that it got done?
When parents exercise their rights and get very verbal, calling the district office and being a real pest, then the purse strings open. It is unfortunate that they have to fight so hard to see that IEP goals and modifications are done. From what I read on Yahoo Answers, this is prevelent all over this country.

As a resource teacher,most of my time is spent nagging regular ed teachers to follow the accommodations. I have maybe 3 who do it all on their own. They are young and really try. The other 32 always forget to get material to me, or just space out that the SpEd kid need something more than her/his regular teaching.

I do remember a time before IEPs and there were teachers who put on a movie everyday...so I guess IEP's are to reduce that tendency, but I do agree that many people, ignore them.

I think the pages and pages are very confusing and I feel we tell parents too much instead of asking them what they want for their child. The poor parent who has O.T, P.T SLP and ED specialist report during one meeting. Its overload.

I hear "data driven" IEP at every meeting. Look at the parent's faces when you start spouting out standard deviations and stats!

A better way? It isn't what the public want, but I liked it when I had students all day so I could reinforce the skills in a variety of situations. When I could look around the room and see who "got it " and who didn't and slow down or speed up my teaching until everyone got it. I liked having the time to do experiments so major concepts could be explained, toys and pictures and movies which SHOWed the concept instead of trying to make everyone a book-learner. I liked block scheduling so we could mix up the kids and group by skill instead of age.... but then again I am old fashioned....