Frequently Asked Questions

What are the purposes of the IDEA?

The major purposes of the IDEA are to: (1) guarantee the availability of special education programs to eligible children and youth with disabilities; (2) assure that decisions made about providing special education to children and youth with disabilities are fair and appropriate; and (3) financially assist the efforts of state and local governments to educate children with special needs through the use of Federal funds.

What is an Individualized Education Program?

An Individualized Education Program (IEP) is a written statement of the educational program designed to meet a child's special needs. Your child's IEP should include statements of your child's strengths and weaknesses and should describe the instructional program developed specifically for your child. The IEP has two purposes: (1) to establish the learning goals for your child: and (2) to state the services that the school district will provide for your child.

The IDEA requires that every child receiving special education services have an IEP, that parents be included in the development of this IEP, and that the child's parents are entitled to receive their own copy of the IEP (upon request) in order to keep track of progress and to maintain home records.

Who develops my child's IEP?

The IEP should be developed at the IEP meeting, by the following participants:

• Your child's teacher(s): If your child has more than one teacher, your state may specify in its law which teacher(s) should participate;
• A representative of the public agency (school system) other than your child's teacher;
• You, the parents, one or both;
• Your child, when appropriate; and
• Other individuals, at your discretion or at the discretion of your child's school.

What type of information is included in an IEP?

According to the law, an IEP must include the following statements regarding your child:

• His or her present level of educational performance, which could include information concerning: academic achievement, social
  adaptation, prevocational and vocational skills, sensory and motor
  skills, self-help skills, and speech and language skills;
• Specific special education and related services to be provided and who will provide them;
• Dates for when the services will begin and how long they will continue;
  
  
• Percentage of the school day in which your child will participate in regular education and special education programs;
• Annual goals;
• Short-term instructional objectives (individual steps which make up the goals);
• Transition plan, when applicable; and
• Appropriate objective criteria and evaluation procedures to be used to measure your child's progress toward these goals on at least an annual basis.

Is it the school's responsibility to ensure that my child reaches all the goals in his or her IEP?

No. The IEP sets out the individualized instruction to be provided to your child, but it is not a contract. The school is responsible for providing the instructional services listed in an IEP.

When is the IEP meeting held and may I attend?

The law is very clear that parents have the right to participate in the meeting where their child's IEP is developed. The school staff will try to schedule the IEP meeting at a time that is convenient for parents (and other team members) to attend. If the school suggests a time that makes it impossible for you to attend, explain your schedule and needs to the person who is making the arrangements. Often, an alternative time or date can be arranged. However, if no mutually agreeable time can be set, the school may hold the IEP meeting without you. In this event, the school must keep you informed by telephone or mail.

The law makes provisions for the changing needs and growth of children. At least once a year, whether you request it or not, a meeting must be scheduled with you to review your child's progress and to develop your child's next IEP. A full reevaluation must be conducted every three years. A reevaluation may occur more frequently if you or your child's teacher(s) request it.

How can I support my child's learning?

Here are some suggestions that can help you support your child's learning and maintain a good working relationship with school professionals:

• Let your child's teacher(s) know that you are interested in playing an active part in your child's educational program. Plan and schedule times to talk with the teacher(s) and, if possible, visit the classroom.
• Offer to explain any special equipment, medication, or medical problem your child has.
• Inform the teacher(s) of any activities or significant events that may influence your child's performance in school.
• Ask that samples of your child's work be sent home. If you have questions, make an appointment with the teacher(s) to discuss new strategies for meeting your child's goals.
• Ask for suggestions of how you can continue, expand, and reinforce your child's school activities at home.
• Volunteer to help in the classroom or school. This will give you the opportunity to see how things work in the school and how your child interacts with others.
• Let the school know that you may be contacted if you are needed.
• Remember that you and the school want success for your child. Working together can make this happen.

(Source: NICHCY: National Dissemination Center for Children with Disabilities)