When we talk about long-term special education plans, we’re talking about looking into the next three to five years of your child’s life. While we may not know which members of your school district’s IEP team may still be present, we know you will be. Individuals from your school district play an important role in your child’s long-term special education goals, but their short-term involvement on the IEP team may impact how these individuals approach your child’s needs.
Your child’s IEP team knows a lot about education and there is usually at least one person on the IEP team who knows your child well. They may have a good working relationship with your child and we can be inclined to trust these individuals to have our child’s best interest at heart.
But in the scope of long-term special education planning, many individuals are likely to pass through your IEP team. You are ultimately the only person who will consistently advocate for your child’s necessary supports and services through their scholastic career.
Long-term special education plans are difficult, even for the experts.
When your student does not receive the support they need in school to advance in school or find meaningful employment, of everyone who was on your child’s IEP team: you are the only one who will be there, still troubleshooting and supporting.
Many of us do not know where we want our elementary school child to end up at 18, and that is okay. No one has all the answers, and there is no one right path.
When he was in elementary school, Leigh’s son was in a moderate to severe special day class. School staff proposed a goal where he would use up to four picture icons to indicate his needs. He started his junior year at San Jose State
University after getting his associate’s degree at West Valley Community College. If Leigh had accepted the elementary school assessments of “appropriate goals” for him, his life would look very different now.
This, however, may not necessarily be your child’s path, as everyone’s journey is different. Make sure you listen to your instincts and support your child’s chances to learn. Why not make the least dangerous assumption? Should my student learn about science, or how to count coins? What skills will help her as a part of her community? How do we improve his quality of life when he’s an adult?
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 fill out our contact form.
As parents, we understand. As advocates, we can help.