Special Ed Moms
Provided by Lowry-Fritz Special Education Law Consulting Services
Provided by Lowry-Fritz Special Education Law Consulting Services
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Disclaimer:
The information on this website does not constitute legal advice. It is solely for
informational and educational purposes. It is not intended to be a legal
recommendation, nor should it substitute for obtaining legal counsel from your own
attorney. It may or may not represent the current law in your state or locality.
The information on this website does not constitute legal advice. It is solely for
informational and educational purposes. It is not intended to be a legal
recommendation, nor should it substitute for obtaining legal counsel from your own
attorney. It may or may not represent the current law in your state or locality.
| "Basic Training" Special Education Law Tutorial Program for Parents |
* 75 minute audio CD
* Student Workbook
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* Covers IDEA 2004,
IEPs, and Advocacy
Strategies
* Student Workbook
* Student Manual
* Covers IDEA 2004,
IEPs, and Advocacy
Strategies
| Products |
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| $75.00 + s/h |
| $32.00 |
| Your Child's Special Education Rights, (100+ pages) by Maureen A. Lowry-Fritz, J.D.,M.A. |
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| Maximizing your child's educational potential at home. Learn more... |
| Individualized Education Plans (IEPs) |
What?
The individualized education program (IEP) is the
cornerstone of the Individuals with Disabilities Act (IDEA).
The IEP is a "written statement for each child with a
disability that is developed, reviewed, and revised in
accordance with [IDEA]." The IEP and the IEP process
determine and direct all dimensions of the child's special
education program.
The Components:
Each child is comprised of eight parts. Each of the
following components must be included in your child's IEP:
1.) Present level of performance
2.) Measurable annual goals (and possibly benchmarks)
3.) Description of child's progress reports
4.) Statement of special education, related services, etc.
5.) Participation with nondisabled peers
6.) Statement of accommodations for assessements
7.) Projected date for beginning of services
8.) Transition services
Who?
The following parties are members of the child's "IEP team":
1.) The child's parents or guardian
2.) At least one regular education teacher of the child (it
the child does, or may, participate in the regular education
environment)
3.) At least one special education teacher of the child, or,
at least one special education provider of the child
4.) A representative of the public agency (e.g. principal)
5.) An individual who can interpret the instructional
implications of evaluation results
6.) At the discretion of the parent or agency, other
individuals who have knowledge or special expertise
regarding the child
7.) If appropriate, the child
8.) Related services personnel
Why?
There are multiple purposes for the IEP process.
The IEP and the IEP meetings create a forum for
communication between parents and school. Ideally, the
process is a collaboration in developing a unique special
education strategy for each child.
The IEP goals and objectives enable the team to evaluate
the child's educational progress.
The IEP holds the school accountable for providing the
stated special education services.
Finally, the government uses IEP data to ensure school
compliance with the Individuals with Disabilities Education
Act (IDEA).
The individualized education program (IEP) is the
cornerstone of the Individuals with Disabilities Act (IDEA).
The IEP is a "written statement for each child with a
disability that is developed, reviewed, and revised in
accordance with [IDEA]." The IEP and the IEP process
determine and direct all dimensions of the child's special
education program.
The Components:
Each child is comprised of eight parts. Each of the
following components must be included in your child's IEP:
1.) Present level of performance
2.) Measurable annual goals (and possibly benchmarks)
3.) Description of child's progress reports
4.) Statement of special education, related services, etc.
5.) Participation with nondisabled peers
6.) Statement of accommodations for assessements
7.) Projected date for beginning of services
8.) Transition services
Who?
The following parties are members of the child's "IEP team":
1.) The child's parents or guardian
2.) At least one regular education teacher of the child (it
the child does, or may, participate in the regular education
environment)
3.) At least one special education teacher of the child, or,
at least one special education provider of the child
4.) A representative of the public agency (e.g. principal)
5.) An individual who can interpret the instructional
implications of evaluation results
6.) At the discretion of the parent or agency, other
individuals who have knowledge or special expertise
regarding the child
7.) If appropriate, the child
8.) Related services personnel
Why?
There are multiple purposes for the IEP process.
The IEP and the IEP meetings create a forum for
communication between parents and school. Ideally, the
process is a collaboration in developing a unique special
education strategy for each child.
The IEP goals and objectives enable the team to evaluate
the child's educational progress.
The IEP holds the school accountable for providing the
stated special education services.
Finally, the government uses IEP data to ensure school
compliance with the Individuals with Disabilities Education
Act (IDEA).
I just cannot overstate the importance of my children's
IEPs!
My husband and I are tremendously involved in the IEP
process. We review proposed goals and objectives, and
never hesitate to offer our own ideas and suggestions. We
are equal collaborators in the development of our child's
educational plan.
When the finished product is issued, we are already deeply
familiar with its content. We helped create it!
In our family, the work does not end when the documents
are reviewed and signed. That is just the beginning!
We drive home from the IEP meeting and hang the IEP on
our refrigerator! It may sound strange, but we do! I look
at those goals and objectives every day! This serves two
purposes.
First, it focuses me on what I must work on with my child.
Every day we work with our daughter to help her advance
toward their IEP goals.
Second, by continually reviewing the IEPs, we monitor our
daughter's at-home progress toward the objectives. We
regularly share this information with the teachers who then
work towards generalizing skills into the school
environment.
The teachers have always been supportive of our efforts.
They give us many ideas for at-home activities. They
answer our questions about how to better address
developmental issues in our home. On many occasions,
they have even thanked us for our at-home efforts!
Parents must take an active role in developing IEPs and
then implementing them through at-home activities. This is
the best way to become and remain a knowledgeable
member of the IEP team!
IEPs!
My husband and I are tremendously involved in the IEP
process. We review proposed goals and objectives, and
never hesitate to offer our own ideas and suggestions. We
are equal collaborators in the development of our child's
educational plan.
When the finished product is issued, we are already deeply
familiar with its content. We helped create it!
In our family, the work does not end when the documents
are reviewed and signed. That is just the beginning!
We drive home from the IEP meeting and hang the IEP on
our refrigerator! It may sound strange, but we do! I look
at those goals and objectives every day! This serves two
purposes.
First, it focuses me on what I must work on with my child.
Every day we work with our daughter to help her advance
toward their IEP goals.
Second, by continually reviewing the IEPs, we monitor our
daughter's at-home progress toward the objectives. We
regularly share this information with the teachers who then
work towards generalizing skills into the school
environment.
The teachers have always been supportive of our efforts.
They give us many ideas for at-home activities. They
answer our questions about how to better address
developmental issues in our home. On many occasions,
they have even thanked us for our at-home efforts!
Parents must take an active role in developing IEPs and
then implementing them through at-home activities. This is
the best way to become and remain a knowledgeable
member of the IEP team!
| Mom's Perspective... |
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