IEPs

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For those of you that have been to IEP meetings, what is usually discussed and planned there? Is it more to decide on general areas of focus? Or is it quite detailed in terms of planning specific strategies as well?

An IEP meeting should be quite focused and detailed, with discussions of each area of strength and need that the student has. For the areas of need, specially designed instruction should be delineated and measurable goals put into the IEP. That being said, most meetings are not that focused and detailed. It is rare that you will learn what methodology the speech/language pathologist will use in trying to meet a goal of, for instance, "Johnny will complete three reciprocal verbal responses on a topic of his interest with a peer, given five opportunities." (My wording is off, but you get the idea). For some really good guidance on IEP's, you should check out wrightslaw.com. In addition to their site, they also have a free e-newsletter. The information is great, and they also have links to other resources.

I found our initial meetings with the resource team, before we had a diagnosis, to be a bit more free form. Once there is a diagnosis, however, it all seems to get very specific.

Each resource specialist decides if the child is still qualified for or needs services in their area, and presents a written list of goals, plus a summary of recommended services. Very clinical.

I admit I've always found the lists of goals to be strange. Do I really care how long my son can balance on one foot? I find I just have to choose to accept that all these tangible measures are designed to address the real concerns that exist.

I also admit that this part of the meeting totally bores me. I listen patiently as everyone talks in professional lingo, and I look over the reports, but the real meat of the meeting for me is later, when I can ask questions, raise my personal concerns, and have one the specialists tie that to a recommendation in the report in a way that makes sense to me.

Once the required process is completed, the meeting opens up. Assuming you have a resource team that allows it to, anyway. From my perspective, that is when the real insights occur, and I know that long run these conversations will drive the future written reports. This is also when new accommodations may be suggested and brainstormed, and accommodations are some of the most important services my son gets.

Our IEP meetings are now pretty casual. But they are still very detailed with clear goals and what needs to be done. I'm pretty lucky with D's school tho, all those involved with him want to see him succeed from the principal to his teacher. They all care and want to help.

I just finished a series of articles on IEPs on my blog, so you might want to check them out... Here are the links in order...

1. The All Important Individual Education Plan (IEP)

2. Tailoring the Strengths and Weaknesses part of the IEP to your Aspie Child

3. Setting up your IEP to use your Child's Strengths to address their weaknesses

4. A Great Example IEP

Thanks everyone. Have read G Bollards blogs and found them very helpful, including links to Smelena's website.

I have always taken the approach that all of the "professionals" provide written reports. Since I am the MOST knowledgeable about my son, I like to provide a written report, also. I write down P's strengths, what he likes, how he is doing overall. I put down my concerns, how I address them at home, how the school has successfully addressed them thus far. I write specific recommendations for what I'd like to have the school provide. I keep it all positive.

For example, this year, I added a concern about field trips:
For all field trips, P. must have a chaperone who is aware of his abilities and limitations, and can focus on ensuring that P. is safe, and that he benefits from the field trip. This may require having an aide accompany the class to chaperone P. I believe that as the children are becoming older and more independent, that P. may become more likely to either hang back or wander off, and become separated from a group.

I also requested notification if there is going to be a substitute teacher, and that there be a PLAN for a sub. Substitutes are not made aware of IEPs, so I don't want just anyone trying to deal with my son.

This time I also included P.'s comments - I asked him about each of his services, if he liked it, if it helped him, etc, and provided his responses. He's aware of Asperger's, he knows it's what makes him better at remembering things than most people, and that its why he sometimes gets more frustrated than other people!

I like having it written down, it helps me to be less emotional at the meeting. I distribute the memo ahead of time, so that they have a chance to read it before the meeting. I worried that doing so would let them prepare their NO answers - but I have found them to be very helpful. (Maybe they know not to mess with me, I will do what I need to for my son! And I have my copy of the memo as proof of asking for specific items.)

I think I'm the only one that they've ever had do this - but I can't imagine doing it any other way. I've done one for each IEP, even kindergarten.