| As special education teachers one of our main | | | | home a list of possible goals and objectives for |
| responsibilities is to develop Individual Education | | | | the parent to review and make additions to or |
| Programs (IEP's) along with a team of individuals | | | | corrections to them. |
| including the child's parents or caregivers. The | | | | 3. Probably the most important is to set a time |
| process is very time consuming for Special | | | | for the meeting that is mutually agreeable to all |
| Education teachers. It is not usual spend upwards | | | | but most especially the parent. |
| to several hours just gathering information and | | | | 4. Be sure during the meeting to welcome |
| getting ready to conduct the IEP meeting as well | | | | comments and concern that the parent may |
| as write it. Some IEP's are only a few pages long | | | | have. Ask questions specifically addressed to |
| but others, especially for a child who needs many | | | | them. Don't let anyone interrupt them. |
| services, can be twenty or more pages. | | | | 5. If a parent begins to speak, let them and be |
| The purpose of the IEP is for a team to develop | | | | sure that others allow time for them to talk as |
| goals and objectives as well as outlining services | | | | well. If team members feel the need to talk |
| the child needs for the at least the next year. | | | | among themselves while the parent is talking, ask |
| IEP's are written annually and some require | | | | them to go out of the room so that a parent |
| revising or writing more often. | | | | does not have to compete with others attention. |
| Each individual on the team is supposed to have | | | | 6. Keep a steady flow of communication with the |
| input into helping develop the IEP goals. The key | | | | parents all the time - not just at the IEP meeting. |
| term here is "supposed". While some team | | | | 7. Keep the parent appraised of what is happening |
| members are more involved than others, the | | | | with their child. This means not just report card or |
| burden of producing and writing a correct IEP is | | | | parent conference time. This means at other |
| on the Special Education teacher. | | | | times as well. This way the parent can know |
| As often happens, the Spec. Ed. teacher arranges | | | | what is working and what isn't working. |
| the meeting, sends out the needed notices to the | | | | 8. Let the parent know of successes their child |
| participants and then will write the IEP. While the | | | | has experienced as well as what things need to |
| goals and objectives are usually written during the | | | | be done differently. |
| meeting itself, the Spec. Ed. teacher has a good | | | | 9. During the meeting be sure to acknowledge the |
| idea as to what goals to include. She has also | | | | parent as a part of the team and let the other |
| spent time writing the narratives for other parts | | | | members of the team know that what they are |
| of the IEP. | | | | saying and discussing is important. |
| Team members who are invited to the meeting | | | | 10. As teachers we get very attached to the |
| have little or no input into the process and will just | | | | children we work with, especially those that we |
| show up to sign the document produced. Ideally, | | | | work with for multiple years. It is important that |
| the team members who should have most of the | | | | we keep in mind that this child, for whom we are |
| input into the IEP are the Spec. Ed teacher, | | | | meeting, is not our child but belongs to the parent. |
| classroom teacher, key support personnel and the | | | | We may not always agree with the parent but |
| parents. | | | | their wishes should be considered and |
| The struggle that most Spec. Ed. teachers face is | | | | acknowledged. |
| how to get the parents to become more of a | | | | 11. The most important skill we can develop as |
| participant in the IEP. Parents along with their child | | | | facilitators of meetings is to listen, listen and listen |
| are the key stake holders in developing an | | | | when the parent talks. This means active listening |
| appropriate IEP. What can Spec. Ed teachers do | | | | - with eyes and ears. |
| to get parents more involved in the process? | | | | 12. Lastly, let the parent know that you care |
| Here are 12 tips for Special Ed teachers to get | | | | about their child and about them as a family. |
| the parent involved in the process: | | | | Parents of children with Special Needs often need |
| 1. Prior to the IEP meeting, the Special Ed. teacher | | | | reassuring that their child is a part of the |
| should interview the parent to see what their | | | | classroom, has friends and others who care for |
| concerns are for their child and what goals and | | | | them. |
| objectives they would like to see implemented in | | | | Try these tips and see if they help to get parents |
| the IEP. | | | | more involved in the IEP process. |
| 2. At least a week before the meeting, send | | | | |