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