Frequently Asked Questions
Excerpted from National Information Center for Children and Youth with Disabilities (NICHCY)

Your Child's Individualized Education Program (IEP)

So my child has been found eligible for special education. What next?
The next step is to write what is known as an Individualized Education Program - usually called an IEP. After a child is found eligible, a meeting must be held within 30 days to develop the IEP.

The IEP has two general purposes: (1) to set reasonable learning goals for your child; and (2) to state the services that the school district will provide for your child.

What type of information is included in an IEP?
According to the IDEA, your child's IEP must include specific statements about your child. These are listed in the box on page 6 entitled "What Information is in Your Child's IEP?" Take a moment to read over this list. This will be the information included in your child's IEP.

It is very important that children with disabilities participate in the general curriculum as much as possible. That is, they should learn the same curriculum as nondisabled children, for example, reading, math, science, social studies, and physical education. In some cases, this curriculum may need to be adapted for your child to learn, but it should not be omitted altogether. Participation in extracurricular activities and other nonacademic activities is also important. Your child's IEP needs to be written with this in mind.

For example, what special education services will help your child participate in the general curriculum - in other words, to study what other students are studying? What special education services or supports will help your child take part in extracurricular activities such as school clubs or sports? When your child's IEP is developed, an important part of the discussion will be how to help your child take part in regular classes and activities in the school.

Who develops my child's IEP?
Many people come together to develop your child's IEP. This group is called the IEP team and includes most of the same types of individuals who were involved in your child's evaluation. Team members will include:
· You, the parents;
· At least one regular education teacher, if your child is (or may be) participating in the regular education environment;
· At least one of your child's special education teachers or special education providers;
· A representative of the public agency (school system) who (a) is qualified to provide or supervise the provision of special education; (b) knows about the general curriculum; and (c) knows about the resources the school system has available;
· An individual who can interpret the evaluation results and talk about what instruction may be necessary for your child;
· Your child, when appropriate;
· Representatives from any other agencies that may be responsible for paying for or providing transition services (if your child is 16 years or, if appropriate, younger); and
· Other individuals (invited by you or the school) who have knowledge or special expertise about your child. For example, you may wish to invite a relative who is close to the child or a childcare provider.

Together, these people will work as a team to develop your child's IEP.

So, I can help develop my child's IEP?
Yes, absolutely. The law is very clear that parents have the right to participate in developing their child's IEP. In fact, your input is invaluable. You know your child so very well, and the school needs to know your insights and concerns.

The school staff will try to schedule the IEP meeting at a time that is convenient for all team members to attend. If the school suggests a time that is impossible for you, explain your schedule and needs. It's important that you attend this meeting and share your ideas about your child's needs and strengths. Often, another time or date can be arranged. However, if you cannot agree on a time or date, the school may hold the IEP meeting without you. In this event, the school must keep you informed, for example, by phone or mail.

What should I do before the IEP meeting?
The purpose of the IEP meeting is to develop your child's Individualized Education Program. You can prepare for this meeting by:
· Making a list of your child's strengths and weaknesses;
· Talking to teachers and/or therapists and getting their thoughts about your child;
· Visiting your child's class and perhaps other classes that may be helpful to him or her; and
· Talking to your child about his or her feelings toward school.

It is a good idea to write down what you think your child can accomplish during the school year. It also helps to make notes about what you would like to say during the meeting.

What happens during an IEP meeting?
During the IEP meeting, the different members of the IEP team share their thoughts and suggestions. If this is the first IEP meeting after your child's evaluation, the team may go over the evaluation results so that your child's strengths and needs will be clear. These results will help the team decide what special help your child needs in school.

Remember that you are a very important part of the IEP team. You know your child better than anyone. Don't be shy about speaking up, even though there may be a lot of other people at the meeting. Share what you know about your child and what you wish others to know.

After the various team members (including you, the parent) have shared their thoughts and concerns about your child, the group will have a better idea of your child's strengths and needs. This will allow the team to discuss and decide on:
· The educational and other goals that are appropriate for your child; and
· The type of special education services your child needs.

The IEP team will also talk about the related services your child may need to benefit from his or her special education. The IDEA lists many related services that schools must provide if eligible children need them. Examples of related services include:
· Occupational therapy, which can help a child develop or regain movement that he or she may have lost due to injury or illness; and
· Speech therapy (called speech-language pathology), which can help children who have trouble speaking.

Depending on the needs of your child, the IEP team may also discuss the special factors listed below:
· If your child's behavior interferes with his or her learning or the learning of others: The IEP team will talk about strategies and supports to address your child's behavior.
· If your child has limited proficiency in English: The IEP team will talk about your child's language needs as these needs relate to his or her IEP.
· If your child is blind or visually impaired: The IEP team must provide for instruction in Braille or the use of Braille, unless it determines after an appropriate evaluation that your child does not need this instruction.
· If your child has communication needs: The IEP team will consider your child's language and communication needs. This includes your child's opportunities to communicate directly with classmates and school staff in his or her usual method of communication (for example, sign language).

The IEP team will also talk about whether your child needs any Assistive technology devices or services. Assistive technology devices can help many children do certain activities or tasks. Examples of these devices are:
· Devices that make the words bigger on the computer screen or that "read" the typed words aloud - which can help children who do not see well;
· Electronic talking boards - which can help students who have trouble speaking; and
· Computers and special programs for the computer - which can help students with all kinds of disabilities learn more easily.

Assistive technology services include evaluating your child to see if he or she could benefit from using an Assistive device. These services also include providing the devices and training your child (or your family or the professionals who work with your child) to use the device.

As you can see, there are a lot of important matters to talk about in an IEP meeting. You may feel very emotional during the meeting as everyone talks about your child's needs. Try to keep in mind that the other team members are all there to help your child. If you hear something about your child which surprises you, or which is different from the way you see your child, bring this to the attention of the other members of the team. In order to design a good program for your child, it is important to work closely with the other team members and share your feelings about your child's educational needs. Feel free to ask questions and offer opinions and suggestions.

Based on the above discussions, the IEP team will then write your child's IEP. This includes the services and supports the school will provide for your child. It will also include the location where particular services will be provided. Your child's placement (where the IEP will be carried out) which will be determined every year, must be based on your child's IEP and must be as close as possible to your child's home. The placement decision is made by a group of persons, including you the parent, and others knowledgeable about your child, the meaning of the evaluation data, and the placement options. In some states, the IEP team makes the placement decision. In other states, the placement decision is made by another group of people. In all cases, you as parents have the right to be members of the group that makes decisions on the educational placement of your child.

Depending on the needs of your child and the services to be provided, your child's IEP could be carried out:
· In regular classes;
· In special classes (where all the students are receiving special education services);
· In special schools;
· At home;
· in hospitals and institutions;
· in other settings.

Which of these placements is best suited for your child? Can he or she be educated in the regular classroom, with supplementary aids and services? (The IDEA prefers this placement.) If not, then the placement group will look at other placements for your child. Before the school system can provide your child with special education for the first time, you, as parents, must give your written consent.

Can my child's IEP be changed?
Yes. At least once a year a meeting must be scheduled with you to review your child's progress and develop your child's next IEP. The meeting will be similar to the IEP meeting described above. The team will talk about:
· your child's progress toward the goals in the current IEP;
· what new goals should be added; and
· whether any changes need to be made to the special education and related services your child receives.

This annual IEP meeting allows you and the school to review. You (or any other team member) may ask to have your child's IEP reviewed or revised at any time.

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