| The ice is beginning to melt, and | | | | achieve! |
| springtime is just around the corner. | | | | Educators of children with special needs |
| For those of us who either work in | | | | should reflect on their students in much |
| schools or have a child in school, this | | | | the same way as parents. As you prepare |
| usually means the beginning of the busy | | | | for each student's IEP, I would |
| season we know as spring IEP time. For | | | | encourage you to do the following: |
| those of you who are unfamiliar with | | | | 1. Review your progress and anecdotal |
| this process, annual Individualized | | | | notes from the past year. |
| Education Plans (or IEPs) are usually | | | | 2. Write a list of strengths and |
| completed in the spring for students | | | | obstacles that you see in the classroom |
| receiving special education services. As | | | | environment. |
| we begin to embark on this busy time of | | | | 3. Brainstorm ideas on how to overcome |
| year, it is important for parents and | | | | the student's obstacles. |
| educators alike to reflect on the past | | | | 4. Make a plan for where you would like |
| year and the progress that the child | | | | to see the student 1-2 years, 4-5 years, |
| student has made, and look toward the | | | | and 8-10 years from now. |
| future. | | | | 5. Send home parent questionnaires, and |
| Parents of children with special needs | | | | request parent input when beginning the |
| sometimes feel that they are not an | | | | IEP planning process. |
| integral part of the IEP process. As you | | | | 6. Set-up a team meeting to review |
| prepare for your child's IEP, I would | | | | progress, and receive input from parents |
| encourage you to do the following: | | | | and all professionals involved for next |
| 1. Reflect in writing on the progress | | | | year. |
| that your child has made over the past | | | | 7. Consider typical developmental |
| year. | | | | milestones when planning and writing IEP |
| 2. Write a list of your child's current | | | | goals and objectives: Do you need to |
| strengths and obstacles. | | | | work on another developmental milestone |
| 3. Prioritize the obstacles your child | | | | before moving on to something else? |
| faces, and write down ideas to overcome | | | | 8. Administer a questionnaire to each |
| them. | | | | student regarding enjoyable activities |
| 4. Write out where you would like to see | | | | and his or her learning preferences. |
| your child 1-2 years, 4-5 years, and | | | | Once again, it is crucial for school |
| 8-10 year from now. | | | | personnel and parents to work together. |
| 5. Write down any goal or objective | | | | By planning ahead and asking for parent |
| ideas that you would like to see your | | | | input, the springtime IEP season can be |
| child's school team work on with him or | | | | more enjoyable and promising for the |
| her in the next year. | | | | future! |
| 6. Ask your child if he or she would | | | | For parents and professionals alike, the |
| like to learn about something in | | | | IEP season can be overwhelming. By |
| particular during the next year of their | | | | planning ahead and thinking about your |
| education. | | | | child or student's IEP, it can become a |
| After thinking and writing about your | | | | more enjoyable and exciting experience |
| child, it is a good idea to sit down | | | | for all. It is important to remember to |
| with your child's IEP team prior to the | | | | work as a team, because as a team we can |
| IEP to brief them on your thoughts, IEP | | | | accomplish so much more than we can |
| ideas, and goals for the future. It is | | | | individually! |
| important to work together with school | | | | "Working together, ordinary people can |
| personnel in order to achieve the most | | | | perform extraordinary feats. They can |
| success. Remember: The more we all work | | | | lift things a little higher, a little |
| together, the greater the results we can | | | | farther, towards excellence. |