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Activities
IEPs
Activities for Lesson 2:
Initiating IEP Development
Multiple Choice
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1.
Explain why the invitation and first IEP meeting a parent attends are particularly important to the parents´ future participation in the child´s education.
example:
The invitation and the first IEP meeting set the stage for all future relationships between parents of a child with a disability and school personnel. Therefore, it is very important to establish effective communication and trust with parents. It is also important to convey convincingly to parents through the invitation and the first IEP meeting that they are full and equal partners and participants in the IEP process. Parents have a great deal of useful information about their children, and it is important that they feel their input is valued. It may also be important to use the first IEP meeting to clear up and prior misunderstandings or miscommunications in order to establish an atmosphere of trust and good communication. If parents do not feel welcomed and included in the first IEP meeting, they may not continue to participate and school personnel will lose a valuable partnership.
2.
Name at least 3 of a parent´s roles and responsibilities under IDEA.
example:
The parents of a child with a disability are expected to be equal participants along with school personnel, in developing, reviewing, and revising the IEP for their child. This is an active role in which the parents:
provide critical information regarding the strengths of their child and express their concerns for enhancing the education of their child;
participate in discussions about the child´s need for special education and related services and supplementary aids and services; and
join with the other participants in deciding how the child will be involved and progress in the general curriculum and participate in State and district-wide assessments, and what services the agency will provide to the child and in what setting.
Parents are also expected to:
Have an opportunity to participate in meetings with respect to the identification, evaluation, and educational placement of their child and the provision of FAPE to the child (including IEP meetings);
Be part of the groups that determine what additional data are needed as part of an evaluation of their child and their child´s educational placement;
Have their concerns and the information that they provide regarding their child considered in developing and reviewing their child´s IEP; and
Be regularly informed of their child´s progress toward the annual goals in the IEP and the extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year.
