It is important to have IEP team collaboration in every IEP team meeting. That said, the case manager should ask you one simple question that will be documented on the IEP: did you feel you were an active participant in creating the IEP for your child?
In some states, this is a box that you check while signing for participation in the IEP and it is something your child’s case manager will document in their system that holds Special Education documents. If you have ever felt that your answer to that question is no—even if you said yes—here are some helpful tips on how to facilitate better IEP team collaboration and things you can do to further work with your child’s school district.
One of the easiest ways to ensure you can fully participate in the IEP meeting is giving yourself an opportunity to review the draft IEP documents and reports before the meeting date. To do this, you’ll just have to send an email or talk to your child’s case manager and request (in writing) a draft copy of any reports and documents that will be presented in the IEP five days in advance. This will give you a chance to read through everything at your pace then make note of any questions, comments or concerns you have about what is being proposed in the document. We always encourage asking questions and seeking clarification about anything that is said or written in an IEP. We also recognize that it can be hard to ask sometimes during a meeting because you may not want to seem like you don’t know or don’t understand the process. We’ll touch more on asking questions and speaking up in a meeting later in this blog. If you do not feel comfortable asking what something means, by reviewing documents at home in your own time then you have the opportunity to look up any information, acronyms, or further information that is mentioned in the IEP.
IEP team collaboration is one of the many important secrets to a successful IEP.
If you go into an IEP team meeting having already reviewed the documents, this helps accomplish more for your child during each meeting period. You will be able to spend more time discussing your child and editing the IEP as needed, rather than spending the majority of time listening to each case manager and service provider read documents to you. There are times when a teacher or support person may put down incorrect information, typos, or something that you completely disagree with. If you take note of sections you disagree with, you can send the information to the case manager and have those items potentially discussed or resolved before the IEP meeting begins. During IEP conversations, the team will use your input to make edits to the IEP as necessary and also further explain how everyone is working with your child.
Taking the time to review the IEP documents prior to the meeting will help you to know more of what is being shared. You should feel free to ask questions, share your thoughts, and be a part of the conversation. Sometimes things will be brought up or mentioned during the meeting that were not on the documents that you reviewed and you have every right to seek clarification. The Special Education system contains many acronyms and jargon that is not commonly found elsewhere. There are times even the professionals may have to ask what an acronym or word means, so please always make sure the people in the room share meanings and clarify anything that you do not know. The only way you can truly advocate for your child is to ensure you know as much as possible and every single school district employee should be willing and able to answer your questions or find the answers.
If you’re unsure on how to ask a question or feel self-conscious about doing so, know that is completely normal. IEPs are stressful when really it should be an easy time for sharing and collaborating. If you don’t feel comfortable saying you don’t understand something, ask the team for clarification. Try asking questions that are a bit broader, such as: “What would that look like in the classroom?” or “Can you please make sure to use full words rather than acronyms?” or “How do these scores compare to other children that are the same age?” These broader questions may be easier for you to say, but know that you can and should ask or bring up any direct questions, concerns or comments that you have.
At Aspire Advocacy, we believe IEP team collaboration is the best way to secure an IEP for your child with special needs. If you feel that—despite your best efforts—the school is not hearing your input or acknowledging and addressing your concerns, contact us today.
For help at your child’s next IEP meeting, more information about our special education advocacy services, or for a FREE 20-minute consultation to see if we are a good fit for you, call or email today!
As parents, we understand. As advocates, we can help.