Advocating for your child at school IEP's......

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When I first started preparing for my blog, I gathered the many notes and documents I had written over the years about our personal journey into the world of Autism.

Travelling along its path, my eyes were opened to many different aspects that as parents of ‘neuro-typical’ children we take for granted.

While re-writing our story for the blog, I viewed the many comments I had previously noted, and while writing the words again, my words, I had a ‘light-globe moment’ and taking the words of a poem written, I now re-use the words to highlight our children’s specific requirements, expressing the importance to the need for ‘continual’ assistance ….  

 

All children are born as a blessing and a gift!

With nurturing, guidance, and encouragement they can grow to find their place in the world.

They are given a choice to learn and develop individual traits

That assists them to gain employment or choose a life path that gives them gratification.

A child on the Autism Spectrum should be allowed this choice also.

Recognition and assistance is needed for all these precious children.

It is not that they cannot do most things;

It’s that they need the assistance and guidance to get there in a different way.

With those words in mind, I take a good look at a very important area that all parents of children with special needs have, or will, at some point in their child’s educational journey, be faced with…..

School Issues, IEP Meetings

-and how to be a great advocate for your child-

When you have a child with any form of special needs entering the world of Education it can become a maze of confusion preparing yourself, your child and the chosen school for what you all will be confronted with. 

After personally experiencing the many different variables when confronted by educational personnel, from the class teacher, remedial staff, up to the principal and even to the board of education CEO staff members; one thing remained the same, you may be placed in a position of feeling overwhelmed, confused and intimidated with the process.

Had I known earlier the rights we as parents hold, I would have addressed and faced so many of my meetings on a totally different level, and after learning so much, I now have the strength to question what I don’t agree on or feel uncomfortable with.

As everyone’s situation is different, the specifics will differ, although in general terms I believe this is the best place to start…..

From the time your child begins school, to assure the teacher has an understanding to what is happening with your child you need to ‘connect’ and be ‘available’ to work together to gain the best outcome for your child.

If at any time you realise they may be struggling at school, whether it is falling behind in a few academic areas, struggling in the playground or after receiving a diagnosis regarding any delay, disability, etc, the best thing to do is establish a casual meeting to note all your concerns and question the teacher regarding their take on how your child is going.

If you have any medical or other reports and documentation that will assist the school to gaining an understanding of their situation, provide copies to the school to confirm the option of required in-school assistance.

Unfortunately some schools don’t have allowances for certain disabilities if it isn’t ‘noted’ to be affecting their educational progress, or their funding isn’t assigned to cover certain areas (this will vary from school-to-school and state-to-state, etc).

As soon as you begin to worry that your child is struggling with some aspect of school life, you are best to start a ‘Journal’ of events. I understand this may seem over-the-top although once you have faced a few years of continual roller-coaster of events and emotions you will realise having the process documented will give you a starting point and a progress report of how they are coping with each different aspect and stage, giving you more evidence to question the need for support. An option of a Communication book being transferred between teacher and parent to note daily struggles and highlights will help with this also.

I personally had already initiated extensive documentation prior to school involvement, or a diagnosis, due the aspects of our grandson’s personal situation and other issues, so I had already maintained a starting point of personality and realised a progression and regression pattern to start the medical assessments prior to school assessments beginning.

Once the school has agreed to give additional assistance for your child, the next step will be providing an IEP….

…………………understanding ‘exactly’ what an IEP is.

An IEP is an ‘Independent Education Plan’, (sometimes stated differently eg: NEP, etc)

Basically this is a written document describing the educational plan specifically designed for a student with a disability, it should be positive and constructive, being user friendly for everyone involved.

It is used to describe, document, monitor, review and report on the student’s education progress, adjustments and outcomes; identifying any academic goals, learning support, modifications, or any medical/behavioural/personal requirements to be aware of and addressed, to help provide the correct teaching and learning programs and environment, based on their specific needs.

Personalised plans for your child are developed during an IEP meeting which is organised to form a partnership of individuals with shared responsibilities, this includes the parents/family, class Teacher/Support Unit teacher/specific school personnel, Principal, and any relevant specialists and experts working with your child such as Councillor or Psychologist, OT’s, etc, anyone that can provide supporting information.

This is then used to confirm that everyone clearly understands and agrees on the specific educational programs used, and ensure the correct access to the general curriculum, to help achieve your child’s best learning outcome.

The IEP process acknowledges the rights of a family to participate and make decisions, with the school principal responsible for the management and support of the IEP process, and the Teachers (and support staff, etc) having primary responsibility for implementing the IEP.

An IEP should be reviewed and revised by attending an IEP meeting at least once a year.

However anyone involved can ask for additional IEP meetings, if considered necessary to take another look at or make any changes as required.

The actual meeting should take approx 30 minutes to 1 hour, although do not rush yourself or be pushed into skimming over anything you need to discuss more in-depth.

In recent years, with understandable concern about school safety, the Schools are trying to crack down on all forms of bullying, including minor rule-breaking, such as name-calling.

If your child struggles with social skills or just acts out more, you may worry about their risk of being disciplined. Evidence shows children shouldn’t be disciplined for behavior related to their learning and attention issues, with schools having to follow strict procedures when disciplining students. These rights can be complicated and sometimes hard to follow, although generally children with learning disabilities usually have special protections when it comes to school discipline, stating children shouldn’t be disciplined or suspended for general behavior caused by or related to their disabilities.

…………………preparing for your IEP meeting.

The idea of the IEP can be intimidating; the thought of meeting with the class teacher, school principal or deputy, teaching support staff and possibly the school counsellor, all together can be quite daunting. But if prepared, aware of the purpose, and comfortable of your role, IEP meetings can be very productive and lead to a positive outcome for your child.

Prepare yourself ahead of time with questions, and notes to identify and address your child’s specific needs, adding your concerns and expectations.

After noting your take on what is required, ask questions and opinions, such as…

What do ‘you’ see as my child’s strengths and weaknesses and how are they addressed;

What strategies are in place and how do they help;

How does my child cope socially and environmentally in the classroom and playground?

Has anyone noted anything that may affect social interactions or specific schoolwork?

How often is my child receiving assistance, and what is it required for?

Do you notice and document when my child has a ‘good’ day?

Using these as a guide, incorporate your own questions specifically relating to your child, these may help guide your discussion in a more objective and less emotional way, remembering to be prepared and proactive during the process to gain the best possible outcome for your child.

…………………collect information required and set out a plan.

The set-up of an IEP plan should cover the following aspects…..

Assure all parties have provided as much information as needed to help with the plan or for future reference.

Assure you have your child’s entire records, reports, etc, including any previous IEP’s; this will help to review any current learning program or to show how your child has been progressing so far.

Identify everyone involved and establish their roles and responsibilities.

Determine the types of educational adjustment (curriculum, instructional, environmental) and supports/resources, goals and expectations your child will require.

Identify and record any strengths, needs and interests, to be included in any program.

Establish a communication process to share, and record future information regarding your child’s learning progress, to monitor any outcomes, noting any positives and concerns, goal adjustments, expectations, strategies and supports, or additional provisions required for a positive outcome, as necessary, this helps to gain the teacher’s take on day-to-day activities, personality, etc, and to note if you are needing a review for any further assessments, or update of the IEP.

…………………have confidence in your ability.

Most of you will have the same outlook as I did, always saying “I’m not a teacher, or an expert in special needs/Autism or education”, and when presented with our first of many IEP and other specific meetings at school I always felt nervous and overwhelmed by the process, and would always ask myself “What am I doing here?” “What do I know about my child’s education needs?’ or “what really are the best things for my child?”

But, you ARE an expert, on your child. You are possibly the most valuable part of the IEP meeting process and you should back yourself to effectively support your child and gain the best outcome.

Trust your gut instinct and if you don’t agree with the school, voice your concerns.

If you have any questions, ask them. The more informed you are, the more trust you will place in yourself and the more effective you will become as your child’s best advocate.

…………………focus on the positives.

When applying for support and funding it is necessary to note and highlight the worse-case-scenario and all the things your child ‘can’t do’ to verify their eligibility for funding.

With the IEP meetings this is the time we can (and should) focus on the positives. Make sure to ask the school about your child’s strengths, and focus on ways to encourage them.

State your child likes and ask if their interests can be incorporated into any teaching programs. Remember, the purpose of the IEP is to identify your child’s individual learning needs. Don’t be shy to suggest any ways that may help your child learn better

– You are your child’s best expert, after all.

…………………always take a support person.

The most daunting part of an IEP process is facing all those school representatives alone.

If you don’t feel capable or confident to face everyone alone, or if like me you may get quite emotional and lose focus; ask someone to come along with you, anyone can be an advocate, a specialist, allied health practitioner, family member or friend, even if it’s just to provide moral support and assistance, another pair of ears, or to take notes for you.

…………………always ask for copies of the signed IEP plan.

It really is important to obtain a copy of the discussion minutes and the signed IEP.

Having this information will assist in future meetings with the school, will help assure the school follows through on the agreed outcomes, and will help with your next IEP meeting.

Don’t be afraid to ask the school about the progress of the IEP during the course of the year. It is important to have continual communication to ensure the agreed goals are being progressed and regularly reviewed.

If there may be any disagreement with the school, having a copy of the IEP to refer to will help your case and assist to resolve any issues.