Sending your child to school for the first time is always an emotional experience for both of you. But when your child needs extra care, as is common in children with autism, you worry that the teacher won’t know how to handle their sensitivities. That’s why an IEP (Individualized Education Program) is helpful.
IEPs are created during a collaborative meeting between the parents, the staff caring for the child at school, and specialists. The goal is to design a plan that will help the student succeed, regardless of any additional needs or challenges they may face. IEP meetings are reviewed and revised multiple times during the year, and, as the parent, you’re invited to attend. This guide will explain how to navigate IEP meetings to ensure your child receives the best care possible.
What’s the Purpose of an IEP Meeting?
Knowing what to expect is the first step to preparation. When you’re informed, you can plan better, and the process isn’t quite as intimidating as it can be for many people.
Let’s start with the purpose of an IEP. These meetings are required by federal law under the Individuals with Disabilities Education Act (IDEA). Autism is classified as a disability, so if the team you meet with calls your child’s extra needs this term, please know that it’s not intended to be derogatory. Under this law, it’s the wording they need to use to ensure the student receives the care they are entitled to under the IDEA.
IEPs must be held at least once a year. During the meeting, the staff, specialists, and parents will discuss the needs of the child, as well as their academic performance and progress towards existing goals. If any new goals are necessary (usually due to recent evaluations, assessments, or medical changes), the IEP is revised.
This meeting determines the special education services and support that will be provided to your child. Since you know best, it’s important for you to attend and bring any documents that could help the caregivers better understand your concerns.
What Should You Bring to the Meeting?
It’s not uncommon for parents to feel nervous before an IEP meeting or to feel as though they must prove the need for their child to have an advocate. In most cases, your child’s teachers and specialists want every student to be successful. However, to guide the IEP services effectively, it is helpful to bring any relevant school and medical records.
Consider keeping track of these in a binder, sectioned with tabs as needed, or using an electronic record-keeping system like Dropbox or Google Drive. Computerized documents are also an advantageous way to send important records to new teachers.
Include a section for previous IEPs, and put every plan there when a new one is revised. Progress tracking isn’t always obvious, but when you can look back over the years and see the growth or lack in certain areas, it’s often eye-opening.
Keeping old records, such as teacher communications and work samples, might seem unnecessary, especially when the school has everything digitally stored. You never know when something vital to your child’s care might be overlooked, and you have the relevant document to save the day (or the meeting).
How Should You Communicate with Those in the Meeting?
Unless they’ve actively shown you otherwise, everyone in the IEP meeting is in your child’s corner. They want them to be successful and thrive in the school environment and in the future.
Communicate openly with teachers and specialists, but remember that you’re the parent. You have information on your child that could help them improve the IEP. You might want to bring a written explanation of their likes and dislikes, strengths and weaknesses, and accomplishments. The random knowledge of their favorite TV show could be just the thing the teacher needs to grab their attention or stop an over-stimulated meltdown.
Take time to work with outside specialists and understand what works well for children similar to yours, like manding or tacting (see this article from BehaviorSpan for more information). What strategies work for you? Share that info with the teachers at the meeting. Be confident about raising concerns or requests that you have, but try to support them with evidence.
You can ask questions, and you’re also welcome to bring someone with you for support. Having a friend or loved one there lets you focus on what’s being said without worrying about remembering the details or taking notes.
Be an active listener. Ask clarifying questions, and when you disagree, do so respectfully but firmly if it’s something you feel strongly about. You are your child’s best advocate — yet, rudely arguing with the teacher or a specialist rarely ends well for anyone. Should you feel that someone on the team doesn’t have your child’s best interests at heart, you can reach out to the principal or another supervisor to discuss how to move forward.
Conclusion
Your first few IEP meetings can be intimidating, but they don’t have to be. When you are mentally and physically prepared, these gatherings are the time and place to build a support system for your child’s success. You’ll find out how the student is progressing, discuss concerns over progress, celebrate successes, and be involved with their education. It’s for your child, but it can also be clarifying and helpful to you.
