special education rights and responsibilities - Disability Rights ...

Information on IEP Process
14. How can I contribute to the IEP process?
Parents are expected to be equal participants along with school personnel in
developing, reviewing, and revising the student’s IEP. In fact, the IEP team must
consider your child’s strengths and your concerns for enhancing his education. [34
C.F.R. Secs. 300.324(a)(i) & (ii); Cal. Ed. Code. Secs. 56341.1(a)(2) & (f).]
You can contribute to the IEP process by bringing to the IEP meeting a written
summary describing your child’s needs as you see them. This summary should
include these areas:
(1) Strengths (outgoing, open, optimistic, articulate, imaginative, friendly,
caring). The IEP team must also consider: concerns of the parents for
enhancing the student’s education, results of initial and most recent
evaluations of the student, and results of the student’s performance on
any district- and state-wide assessments. [34 C.F.R. Sec. 300.324(a);
Cal. Ed. Code Sec. 56341.1(a).];
(2) Weaknesses/Problem Areas (poor self-concept, academic deficits,
fighting, disorganization, takes longer than average to complete
assignments, discouraged easily);
(3) Functioning Levels (difficulty with reading, math or spelling, deficits in
perceptual skills, responds to individual attention, needs verbal
reinforcement for presented material); and
(4) What the Child Needs to Learn (more positive self-concept, proficiency
at grade level in academic areas, age-appropriate social skills, self help
skills, job training, needs to be better organized, work at a more rapid
pace).
This written format should help you organize your ideas. Then you can help
school personnel in identifying goal areas for your child, and in writing a full
description of your child’s educational needs.
You also can contribute by bringing others who know your child to support you, by
being assertive at the IEP meeting, and by knowing your rights under the law.
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