Autism: Benefits Of an Individualized Educational Program (IEP)

Top Tip: Have a look for progression throughout the Individual Educational Programs (IEP's).

I am a father of an 11 year old son Charlie. Charlie has Autism Spectrum Disorder. Today I would like to write a little piece about the IEP or reality check as I like to call it.

An IEP is an annual (Individualized Educational Program), set out by a panel of experts to try and meet the needs and challenges of your child's educational requirements. Believe me when I say, that no two children with Autism Spectrum Disorder are close to one another, when it comes to their educational requirements (Autism is such an enormous Spectrum). Due to the complications of Autism there is an absolute requirement for each child to have an Individualized Educational Program. Ideally at the early part of the school year, you (the parents) will have a round table meeting with a group of experts such as, the child's teacher, the school Principal, a Speech and Language Therapist, an Occupational Therapist, a Behavioral Therapist etc. At the IEP meeting, the team will discuss your child's educational needs and come up with specific, measurable short-term annual goals for each of those needs. If you attend this meeting, you can take an active role in developing the goals, and determining which skills or areas will receive the most attention.

Are IEP's helpful?

In my opinion, the IEP is the single most important tool for communicating your hopes and desires for your child's short term and long term goals. If something has to be said, the IEP is the place to say it. An extremely helpful part of the IEP is the coordinator writing a list of your child's strengths and needs on a whiteboard. Each person at the table may have their input as to the strengths and needs of your child. It can be a real eye opener. For our first IEP Charlie's needs far outweighed his strengths, as can happen with many children on the Autism Spectrum. However, gradually as the years have passed the strengths column has grown in length and the needs column has diminished substantially. I would like to stress at this point that we consider ourselves extremely lucky that Charlie has responded so well to the educational system, I have no doubt that many people may not see the needs column dwindle as fast as we have. If the IEP does nothing else it will definitely give you a snap shot as to where your child is (with regards to many disciplines) at that particular moment in their lives. Furthermore I find the IEP tends to focus on the positives rather than the negatives of your child, most of the work for the forthcoming year will be based on your child's requirements. There has not yet been an IEP that I walked out of feeling bad. Through all walks of life, the choice to view the cup as half empty over half full is yours, I would advise you, the parent of a child with Autism Spectrum Disorder to concentrate on as many of the little positives as possible.

As I sit in the car typing this story (waiting for Charlie to finish drama with a Special Needs group) I will just give you a piece of positive behavior from last night's world of Autism. It was time for Charlie to go to bed, I asked him to go to the toilet and wash his teeth before he goes to bed. He must have been ten minutes in the bathroom, so I asked him what was he up to, "nothing dad," he replied, and scuttled into his bedroom like a mouse. When I walked into the bathroom two hours later Charlie had three tooth brushes lined up on the sink, with tooth paste on them ready to be used by the rest of the family. I don't know where he got that idea from but it worked for me. I look on this as another little piece of positivity, soon enough he might possibly even be making my breakfast.

My Name is Peter Devlin, my website is AutismInIreland, Here is the URL http://www.autisminireland.com/ I have an 11 year son Charlie, he has Autism. Without wanting to be, I am now an expert on Autism issues. The journey has been tough, extremely tough. I am writing a series of stories about how I managed to beat Autism and sometimes how Autism managed to beat me. Have a look at Charlie's pictures they are amazing. Send me your stories, and lets educate together.My website has a multitude of stories and helpful hints about Characteristics of autism and traits pertaining to Autism Spectrum Disorder.

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How to Prepare for an IEP Meeting

In order to prepare for the meeting, parents must have an idea of what is to take place. Under the law, the IEP meeting is intended to 1) determine the present level of the child's academic achievement and functional performance, 2) develop a plan to meet the child's needs for the upcoming school year, and 3) to establish goals so that the child makes continuous progress over the coming year. Remember, none of this is written in stone and can be amended during the course of the year. A meeting can be requested by the parent at any time. At the same time, be sure and include EVERYTHING you want for your child in the IEP to ensure that the goals are implemented.

If your child has a diagnosis of Autism Spectrum Disorder, the school can either accept a medical diagnosis or can pursue an educational diagnosis. Chances are, even if your child has a medical diagnosis, the school district personnel will want to conduct their own testing to establish an educational diagnosis

In preparing for the IEP (Individual Education Plan) meeting:

*Review existing and prior IEP's, evaluate IF progress has been made.
*Review any recent or new evaluations.
*Review the child's present level of performance. Has there been measurable improvement in performance? Have goals been met? Are they realistic?
*Ask yourself, "Where do I see my child in one year, three years,..." You can not create a plan and/or SMART (specific, measurable, action words, realistic/relevant and time limited) goals if you have no idea where you want to go and what is realistic for your child.
*Remember the purpose of IDEA is to provide a free and appropriate public education in the least restrictive environment to a disabled child with the purpose of preparing the child for further education, independent living and employment.

An IEP is a stepping stone to future accomplishments. It is imperative that your child make gains in his or her educational journey. The function of the IEP is to create an individual plan for your child that is measurable. This measurement needs to reflect your child's progress. If your child is not making adequate progress, the plan needs to be re-visited. This review of existing goals should be done on a regular basis. Do not wait until the end of the year to look at your child's progress. It may be too late then.

Kerri Duncan has been supporting families with children diagnosed with autism. She aims to increase awareness and educate those involved in the lives of individuals diagnosed with Autism Spectrum Disorder. If you need more information and support, click here to see how she can help you and your child reach a brighter tomorrow.

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Autism Healthcare

The United States has a fragmented healthcare system made of many private health care facilities that are largely owned by the private sector. Primary care doctors are usually the first point of entry when there are any health concerns before referrals to any other appropriate health establishment if necessary. There are thousands of insurance companies that cover private health insurance and up until fairly recently it has been very hard to get health insurance to cover autism because it is risky and treatment is very expensive. This has recently changed due to new legislation but availability can depend on whether a particular State has enacted autism insurance legislation or coverage for government funded health programs such as Medicaid.

The causes of autism are not readily known or available. The U.S. Center for Disease Control and Prevention (CDC) report that autism and related disorders are more common than previously thought. There is an increase in those being diagnosed and 3-4 times as many boys than girls are affected. On average one in 110 children born in the U.S. have autism. One in 70 boys and one in 315 girls are affected. It is thought by professionals that the increase is due to a wider definition of the spectrum.

It is essential to get an expert diagnosis in order to access the different services and treatments that may be available as it is beneficial to begin an early intervention program. An evaluation and assessment of the child may be done by a multidisciplinary team of professionals. Doctors who specializes in autism will observe the child, ask parents questions about the child's development and behavior and do a variety of tests such as intelligence tests to evaluate the child's strengths and weaknesses.

The following are some examples of the types of people and places listed by the National Institute of Mental Health (NIMH) of whom to go to that will make a referral to, or provide diagnostic and treatment services (NIMH):

Family doctors
Mental health specialists such as psychiatrists, psychologists and counselors
Community mental health centers
Health maintenance organizations
Hospital psychiatry departments and outpatients clinics
State hospital outpatient clinics
Local medical and/or psychiatric societies

Once diagnosed, the quest to find affordable health insurance coverage to cover autism can begin. Around half of states currently have enacted autism insurance legislation which makes healthcare insurance coverage for more available, though it can be expensive. Recent laws have increased coverage for government funded health programs such as Medicaid for those on low incomes and disability is covered if it comes within the disability guidelines, so more families now qualify for assistance.

There are all kinds of treatments and interventions available and a treatment plan can be devised and tailored towards the individual child. Different teams of specialists can evaluate such things as speech, communication and motor skills. The main ways of treating the child can be through:

Behavior Therapies and other types of therapies

Applied Behavior Analysis (ABA) can be used to shape and modify behavior. Occupational Therapy is available to work on fine and gross motor skills, for example, and there are other therapies such as Speech Therapy.

Individualized Education Plan (IEP) for school age children

Parents are encouraged to be involved with teachers in setting targets or goals to be reached within the particular school year and describes any special support required in meeting them.

Medication

Currently, there are no medications available to treat autism, but there are supplements that can treat and manage some of the symptoms. Ritalin, for example, can be used to treat impulsivity and overactivity and there are other drugs that can be used to treat behaviors such as aggressive behaviors or repetitive behaviors.

Though healthcare is fragmented in the United States, there is a wide range of therapies and interventions available for children with an Autism Spectrum Disorder. Accessing these can depend on the child having an expert diagnosis on autism and on what health insurance coverage the child has.

References:

CDC. Cdc.gov: How Many Children Have Autism? Retrieved 29 March, 2011, from
cdc.gov/ncbddd/features/counting-autism.html

NIMH. Nimh,nih.gov: How To Find Help
nimh.nih.gov/health/topics/getting-help-locate-services/index.shtml

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Teaching Children With Autism - Know Your Options

Teaching children with autism can be very challenging, but very rewarding. It definitely takes a different skill set to teach children with autism, and a supportive school system to do it well. While many public schools have excellent special education schools, many do not. This is why there are also many great private schools that exist to fill the needs of autistic children in search of a personalized education.

Traditional Classrooms May Not be the Best Way to Teach a Child with Autism

A lot of kids with special needs, including autism, have real problems succeeding in a traditional classroom. Very often, they will need one-on-one instruction to be able to learn. Kids with autism often are distracted by sensory issues and many other things in a traditional classroom. Frequently, they are the target of bullying, which can create self-esteem issues and, of course, greatly affect the child's concentration and learning.

Individualized Education Programs for Kids with Autism

Many autistic kids require individualized learning programs that public schools often are not able to give. Parents usually try to make public schools work for their kids before looking somewhere else, but sometimes there is no choice. Hence, the rising number of private special education schools for kids with autism.

These schools make teaching children with autism into a whole different kind of journey. They have different theories, smaller classes, and more individualized programs. There is usually a 1:1 or 1:2 student to teacher ratio. There are several kinds of special education schools, from day schools and boarding schools, autism only schools and schools that accept kids with a wide range of disabilities.

Choose a Teaching Style that Fits Your Child with Autism

Teachers in some schools will analyze a child's learning style, behaviors, strengths and weaknesses to create a teaching style that works well with that child. Other schools have a more one-size-fits-all approach, using theories of behaviorism or applied behavior analysis (ABA) for all kids, without much variation in manner in which they are used.

Specialized Autism Schools

Specialized autism schools usually include the various therapies that they offer in the price and curriculum. Such therapies can include speech, occupational and physical therapies. These therapies, as well as the individualized attention for the kids come with a hefty price tag, however. Schools can often be up to $50-$75,000 a year. However, parents can sometimes get special schools paid by their local school districts as long as they can prove that their local school is not able to meet their child's needs.

To find these schools, you may want to do an Internet search for them, or ask your local autism society. Most of the time, public schools do an excellent job teaching children with autism but it is important also to know of the other options that are out there.

Parents can often learn which schools are good and which are not from other parents. Let's face it, information from other parents can help in all areas of raising your child with autism. And a great site that has tips and suggestions for helping to raise your autistic child is the AmericanAutismSociety.org. There you can sign up for their FREE newsletter with tips and info on autism.

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How to Ensure That an Effective IEP Is Developed and Implemented

What frustrates parents the most about dealing with the school in relation to their special needs child?

When parents call me to say that they need help to advocate at a school meeting, it is because their child's educational needs aren't being met at school and they don't know what they can do to change things. When I ask the obvious question; does your child have an Individual Education Plan in place? They say 'Yes, but it is not being followed'. And THAT is what frustrates parents. They've followed the process of requesting an IPRC meeting to identify their child as exceptional and to determine the correct classroom placement, which finally led to the development of the IEP. The IEP is a document...a plan that should guide teachers on the steps to take in order to meet the educational needs of the student. So why is the student still having so much difficulty at school? You can't MAKE a teacher teach a certain way, or provide the modifications and accommodations that are in the IEP. So what is a parent supposed to do?

Perhaps the reason that the IEP is not being followed is that it is too general - it is not specific to the individual student. Perhaps it was processed in isolation as part of a procedure rather than being developed with input from a multidisciplinary team of professionals with each of the student's needs as the focus of the IEP.

I suggest that the parent request an IEP meeting to include all the key players, which is anyone who can provide input and suggest teaching strategies and accommodations to meet the needs of the child. The principal, because ultimately the principal is responsible for ensuring the implementation of the IEP; the classroom teacher and the educational assistant, because they will be the ones providing the teaching and the accommodations that are in the IEP; the special education resource teacher because he or she is the lead person in the development of the IEP; if the child has motor skills difficulties make sure an occupational therapist attends; if the child has language difficulties make sure a speech and language pathologist attends; if the child has behavior difficulties make sure a behavioral consultant attends, if the child has autism spectrum disorder (ASD) make sure someone from the ASD support team attends, and so on....

At the meeting, the first step will be to clearly define the strength and needs of the student. Then go through the IEP step by step to make sure each need is thoroughly addressed, and that the goals and expectations are specific and measurable. Make sure that any equipment accommodations are readily available and can be provided immediately. Identify who is responsible for what service and how often. And finally, request that all school staff who have dealings with the student, are aware of the accommodations in the IEP.

At the end of the meeting, schedule a follow-up meeting in one month to evaluate what is working in the IEP and what is not working. This is not to evaluate the student per se, but rather the effectiveness of the IEP and whether or not it is being implemented successfully. Make the necessary changes to the IEP, and schedule another follow- up meeting in one month. Do this as many times as is necessary.

This is the best strategy to ensure that the IEP is effective and it is being implemented as written.

Karen Robinson at AFASE at school http://www.afase.com provides special education advocacy training and consulting services to parents and guardians whose children are challenged by autism and other developmental disabilities.

I develop my clients into informed, proactive advocates for their children's educational needs. They are empowered by current, customized information that enables them to articulate their children's needs to school staff and school board administrators in a way that is both assertive and collaborative.

Browse through my website to learn more and sign up to receive free advocacy tips and news. http://www.afase.com

Is Early Invention For Children With Autism Important?

Every year an increasing number of children are being diagnosed with Autism Spectrum Disorder. Why has the number increased drastically over the years? Is it that whatever the cause, it is progressive or is it due to the fact that doctors, parents, and other professionals are becoming more aware of this disorder and are willing to make their recommendation?

Typically children who are diagnosed with autism develop normally up to two years of age. This is when parents will recall their children stopped talking, they stopped interacting with other children, and starting loosing interest in things they use to enjoy. There are some individuals who feel immunizations are the cause for this change; some feel it is diet, while others will blame genetics. Although there are differences among professionals as to the cause, they all agree early identification and early intervention is necessary for the children and their families.

Children with autism are all different even though they share the same diagnosis. Autism ranges from mild to severe. Although there are major differences among the mild and severe, there are common early signs of autism that can be observed. Children with autism may have begun developing normally but then with no reason, they begin to digress. Some have repetitive behaviors such as rocking, head banging, and vocals. You may also find child with autism sensitive to sound and different textures. They can be very picky eaters as well. If your child is exhibiting behaviors you feel are associates with autism, below are tips and resources you will find helpful.

• It is important that parents discuss concerns about their child's development with a pediatrician. If any delays are reported, then a referral can be made to other specialist.
• It a diagnosis of autism has been verified by a professional who specializes in autism, it is important that parents being accessing all services in their community that provides support for the family and services for the child. Child under the age of three should be referred to the local Children Disability Service Agency (CDSA) for further assessment and to develop a plan.
• Prior to the age of three, the local educational agency (LEA) should be notified. The local school system is then responsible for any service the child will qualify. A team that includes the parent will develop an Individual Education Plan (IEP). It is important that the local school system is involved so transition can occur and schools can be ready to put in place any support needed for the child to be successful.

Remember, the key is early identification an early intervention when dealing with autism.

Debbie is an educator who is making money online with 3 top money making products [http://www.mysteadypace.com]

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How to Help Your Child With Autism Begin The School Day

The beginning of the school year, and the start of each school day, can create potentially stressful situations for you and your child with Autism Spectrum Disorder (ASD). Most children with Autism not only need routines, they require them in order to cope with an ever-changing environment. This article is designed to help prepare your child for the transition to a new year and for the beginning of each school day.

For children with autism, who typically have difficulty with transitions, the daily requirement of getting up and ready for school can cause tremendous stress and frustration. Starting school can present extreme difficulties for children with autism because children with ASD are required to conform to unpredictable and demanding schedules, rules, behaviors, and social norms.

As you prepare your child for a school year, begin by introducing new school supplies gradually. When purchasing clothing attempt to keep within the parameters of what fabrics, colors, and textures are suitable for your child. Tags may need to be cut out of clothes and all items should be clearly labeled. Depending on your child's specific needs, select materials that will appeal to his or her unique interests. For example, your child may want a certain cartoon character on his or her lunch box. For another children, this might pose too much of a distraction. Item can be purchased, set aside out of view, and introduced gradually. By the time school begins, however, your child needs to have the chance to become acquainted with each new item.

Visit the school, discuss, and walk through routines. For example, pack your child's lunch box and have a picnic in the lunch area at the school prior to the beginning of the year. As teachers begin to set up their new classrooms plan to visit the school. If possible take your child to see the classroom, the nurse's office, the library, etc. You also have the right to arrange a meeting before the school year starts. This is a good opportunity to get to know the team members and to make certain that your child's Individualized Education Plan (IEP) is up-to-date. Discuss concerns with the support staff and let the school know what your child needs in order to be successful. Request a follow-up meeting a week or two after the year begins to iron make adjustments.

Many children with autism respond well to visual stimuli and are comforted by what is familiar; establishing and maintaining a daily routine helps your child feel secure. Create a daily picture schedule to help your child prepare for the day and to transition between home and the external world. You may want to use picture cards. These cards can be laminated and attached with Velcro to laminated cardboard. This daily schedule will help your child with transitions. The picture schedule includes photos in chronological order that represent key transitional activities. Pictorial schedules may, but do not have to, include captions. If a picture schedule is used at home it may readily be adapted into the school setting. A picture symbol, such as a question mark, can indicate when an unexpected or unpredictable event may occur. Becoming familiar with such a symbol will help even the unexpected become more predictable. Another idea is to use timers and alarms to indicate the time for a transition from one activity to another. Your child's temperament will help in determining which schedules and devices will alleviates rather than promote anxiety.

Social stories that explain procedures and routines may also help your child to understand events and behavioral expectations.

Keep an open line of communication with the school, particularly the principal and teacher(s). While email is helpful, communication logs provide a hands-on method for relaying information between home and school. A small notebook for daily comments can eliminate hours of frustration for your child and his or her caretakers/teachers. Any change in routine can be documented in order to facilitate an understanding of unsettling events or changes in your child's routine.

While every child with ASD is unique the suggestions listed above have proven helpful in preparing for a smooth transition to a new school year and, with minor adjustments, to the daily school routines.

http://www.autism-aspergers-books.com/articles/

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Strategies for IEP Goals Autism Experts Recommend Most

The IEP goals autism sufferers typically attempt to achieve include more effective learning, minimized symptom behavior, and an individualized understanding experience.

An IEP is the individualized education plan created for your child's learning experience at school. The IEP provides a uniquely tailored document that steers the educational development for the individual child, allowing teachers, parents, and experts to recognize whether or not progress is truly being made.

The IEP goals parents are seeking are an overall outline that includes measurable elements so that progress - or lack thereof - may be recognized. No two plans are the same and they each have their own individual purpose and steps for achieving further educational development.

Parents often wonder exactly what role they play in the development of their child's IEP, its goals, and its practice. Fortunately, there are many resources that help to guide parents along this sometimes daunting road.

The first thing parents should do is sit down with their child's instructor(s) to discuss their child's needs, challenges, and various autism symptoms and behaviors. This will help to ensure that their child's IEP and its goals are indeed laying a practical, workable foundation for the educational services that he or she will be receiving.

It is vital that the parent understand exactly what the IEP means and how it will be impacting the autistic child's learning. Therefore, parents should always feel encouraged to do their own research, ask for second opinions, and pose as many questions as necessary until the IEP is fully understood.

Experts recommend that parents think of IEP goals as a process and a document to be set, instead of a vague indefinable concept. This way, parents are better able to learn each of the parts of the autism IEP and its goals throughout the creation of the final document.

With each new school year, parents become more familiar with the various steps to writing IEP goals their children will be working to achieve. They learn many important tips and strategies for getting the most out of the IEP meeting to draft the document such as:

1. Before the meeting occurs, review your child's information, including that provided about home, the community (such as doctors, tutors, therapists, etc.), and schools. If you find that the information fails to show the complete picture, make an effort to fill in as many of the missing pieces as possible. You want to be certain that the picture you're painting of your child's unique situation is as accurate as it can be. Bring your records to the meeting, including pictures your child has drawn or painted, any work your child has done, audiotapes, and/or videotapes that demonstrate any insights or specific concerns that you would like to share.

2. If your child will be in attendance for all or a portion of the IEP meeting, make sure to let him or her know in advance exactly the way the meeting will function. Inform your child that it is a very important meeting and that any ideas or opinions that he or she may have to contribute will be helpful. You may need to prepare your child about every part of the meeting and that he or she may need to speak up. Speak with your child about the ways that he or she can express feelings and ideas.

3. Brainstorm with the people who know your child well - family members, friends, teachers, therapists, tutors, and consultants, for example - to get some ideas to bring to the IEP meeting. Write everything down so that you won't forget.

4. Ask questions to any team member at the IEP meeting so that you always understand. Never hesitate to request further explanation. If you don't agree with something, ask more questions and request backup information that will support that person's claim. If you have information that states something different, don't hesitate to share it.

5. Be thorough about your efforts at the meeting. Make sure that you agree completely with what is being suggested, and with all of the language used in the document. Before any of the IEP goals autism processes are finalized, make sure that you're certain your child's unique needs will be met and that you haven't left any doubts in your mind.

Grab your free copy of Rachel Evans' brand new Autism Newsletter - Overflowing with easy to implement methods to help your child get the best of their education with an IEP goals autism strategy and for information on autism resources please visit The Essential Guide To Autism.

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What IEP Teams Need to Consider in Seven Areas - For Children With Autism

Do you have a child with autism that receives special education services? Would you like to know what information that needs to be discussed in 7 areas to benefit your child's education? This article will discuss what information special education IEP teams need to discuss in seven areas to determine what services a child with autism needs.

The seven areas are:

1. Nonverbal and verbal communication needs of the child,
2. social interaction skills of the child,
3. educational needs caused by sensory integration disorder,
4. needs caused by rigidity and resistance to change,
5. needs resulting from engagement in repetitive activities,
6. needs for positive behavioral interventions and plans for negative behavior that interferes with the child's education,
7. any other need the child has that negatively affects their education.

Consideration for #1 Verbal and nonverbal communication needs of a child with autism.
A. What the child's current level of communication is. This can be determined by a speech language evaluation.
B. What system of communication is effective for the child.
C. The child's ability to use and understand non-verbal communication (facial expression, eye gaze, body language).
D. Alternative assistive technology devices that could help the child with their communication needs.

Consideration for #2 Need for social interaction skills for the child
A. Types of social interactions the child is capable of.
B. The child's ability to respond appropriately to the social approach of others.

Consideration for #3 Needs resulting from sensory integration disorder
A. Tactile: Does the child have a need for a higher level of input in tactile experiences.
B. Sound: How does the child respond to loud noises?
C. Smell/taste: Is the child affected by certain smells? Does the child avoid certain foods due to the texture?

Consideration 4: Needs caused by rigidity and resistance to change
A. How the child reacts to changes in environment or schedule? How to prepare for transitions with visual supports and timers.
B. An individual visual schedule written, pictures, photos etc
C. Any other supports needed for successful transitions from activity to activity

Consideration 5: Needs resulting from engagement in repetitive activities
A. Determine the function of the behavior to the child.
B. Determine the extent to which the behavior interferes with the child's education.
C. The use of positive behavioral supports to encourage participation in social activities.

Consideration 6: Needs for positive behavioral interventions and plans for negative behavior that interferes with the child's education
A. Discuss the need for a functional behavioral assessment (FBA) to determine what function the behavior has for the child.
B. Use the FBA to develop a positive behavioral plan and supports for the child. Also discuss needed teaching of appropriate replacement behaviors.

Consideration 7: Any other need the child has that negatively affects their education.
A. Medical needs that affect the child's education
B. Organizational needs
C. Direct instruction for learning new skills

By understanding what should be discussed for your child with autism at their IEP meeting, you will be able to be an active participant in the IEP process. By advocating for your child you will help them benefit from their education.

JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special eduation system, as an advocate, for over 15 years. She is a presenter and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game." The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled "The Special Education Spotlight" send an E mail to: JoAnn@disabilitydeception.com. For more information on the book, testimonials about the book, and a link to more articles go to: http://www.disabilitydeception.com

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What Is an IEP

IEP stands for Individualized Education Program. This is a plan created by the school in an effort to teach a child who has special needs. IEP's can be created for children with learning disabilities, emotional disabilities, behavioral disabilities or any other state recognized condition that requires special educational help. Building an IEP that works for each child can be a bit of trial and error and each school system will have their own process. Parents who are new to special education need to understand what an IEP is, how it is created, how to make changes and what to do when teachers do not follow the procedures in the IEP.

How to Request an IEP

Parents who have children in school know that not every student is equal. Some kids are good at math, while others excel at reading. Some children enjoy science while others like art. Everyone has different skill levels and abilities, but some kids have more difficulty than others. When a child falls significantly behind in school or consistently has trouble it may be time to consider an IEP. The process will vary from one school district to another, but the first step is to contact the teacher and school administration.

Some schools have entire departments dedicated to special education. These teachers have many different tests and evaluation techniques that can be used to determine if a child need extra help. In some cases this might mean a tutor. Ask for the child to get tested in the area where they are having problems. For behavioral problems there should also be some observation by the specialist, not just anecdotal stories from the teacher. After gathering the information the special education staff should meet with the parents to review the information and discuss the next step.

Writing an IEP

Parents should not need to write the IEP itself, but they should have a good idea of the changes they want to see and skills that need to be worked on. Don't ask for huge changes all at once. For many children changes come in small steps toward a larger goal. An example is a kindergartener with a non verbal learning disability. This child may be fine academically, but be having a lot of trouble interacting socially. They will need to be taught about eye contact, tone of voice, body language and all of the aspects of non verbal communication. This child may have an IEP in kindergarten that focuses on learning basic body language and tone of voice.

In first grade they may work on conversation skills and more subtle body language. By second grade they may need to be monitored to ensure they maintain the skills they learned and in third grade not need an IEP an longer. An IEP is a map on a journey, not the destination. Once the test results have been discussed and goals are agreed upon the school is responsible for writing the IEP. Parents should read the document in its entirety and sign off on it if they agree. If there are changes that need to be made, request them before signing the document. This is a legal document that will be used for reference if there is a problem. If the document does not say exactly what the parents want it to say the child may not get what they need and there will be no recourse until the next IEP is written.

Requesting Changes to the IEP

Schools are required to review an IEP annually. This is the easiest time to make changes if they are needed. Many times the school will also provide updates on progress at the same time that grades are provided. These progress reports should be reviewed and if there are concerns contact the special education teacher directly. Each district will have its own process for requesting changes and it is best to try and work within these rules whenever possible. If there is a need for a drastic change contact the special education teacher first and discuss the change. They may be aware of the need already and will work with the parent to create an updated IEP that addresses the issue.

What to Do When A Teacher Doesn't Follow the IEP

This can be a difficult situation. The first step is to find out why the IEP isn't being followed. In districts where there are not special education teachers in every school it may be a case where the classroom teacher simply isn't aware that an IEP is in place. This problem is easily avoided by contacting the classroom teacher directly when an IEP is created to verify they are familiar with the requirements in the document. If the teacher is aware of the IEP they may not have the proper training to be able to fulfill the requirements. If this is the case the parent will need to work with the school system to either get the teacher trained or move the child to a classroom with properly trained staff. A third possibility is the most difficult to deal with, a teacher who knows about the IEP and simply doesn't follow it because they don't believe it is necessary.

In this case it is a good idea to at least start a conversation with the teacher. If the teacher is unresponsive or unwilling to discuss the problem it may be necessary to move the child to another classroom or to involve the administration. Teachers are legally required to abide by an IEP and there isn't any wiggle room on this issue. Having an IEP in place is one step to helping a child who is having problems in school. There are many conditions that will benefit from therapy, tutors and home activities. A good education is the right of every child and it is important for parents to be their advocate when needed.

I am the parent of an autistic child who also suffers with a non-verbal learning disability. I have started a website to help other parents with special needs children connect with each other and with local resources here in Minnesota. Check out http://thingstodowithkidsmn.com/nvld-mn/ to find resources on NVLD and autism in Minnesota.

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