How to help students with IEP?

 1. What is IEP?

       According to Allen (2018), an Individualized Education Program (IEP) is a legal/educational document that must be developed at public schools for each child who requires special education services. Siegel (2020) states federal law guarantees every child a free appropriate education, and the goal of the IEP is to assure that every child with special needs receives what the law promises. According to the U.S. Department of Education (2020), each public school child who receives special education and related services  must have an IEP. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to improve educational results for children with disabilities. 

       The following video "Principles of IDEA: The IEP" is a general introduction of IEP. 

2. Who are affected by IEP?

       My school district is in compliance with the IEP policy. All students who qualify for Special Education services receive an IEP that outlines how our schools will meet each student’s individual needs. The information of the IEP in my district can be found in Special Education, Child Find, and Understanding IEP on the school district’s website. The district implements the IEP policy by communicating with the school administrators, parents, and related personnel. My district’s website states that the Individuals with Disabilities Education Act (IDEA) requires that students with special needs be provided with a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) that is appropriate to each student's needs. This includes early intervention services for infants and toddlers, preschool for students starting at age three, services for school age children in grades K-12, and transition services for eligible students up to age 22. The school administrator, case manager, special education teacher, parent/legal guardian, and other professional personnel work together by having the IEP meeting to help students with disabilities to attend the least restrictive classes with support and make progress academically.       

3. How to help students with IEP? 

       Freedman (2020) states that IEP provides the rights to both the student and parents through the IDEA’s two prongs of rights- for students and for parents. He points out for the student, the IEP team’s job is to develop an IEP that provides a FAPE. For the parents, the IEP team provides them with the opportunity to practice meaningfully in the development of the IEP.  However, it can be a failure especially in low socio-economic and low performing school districts. There are many cases where students are not properly evaluated. One of my students’ parent told me “I disagree with how the school evaluated my son. The services are generically not individualized as state and federal intended for my son.” She also complained that teachers most of the time do not read or review the IEP therefore do not provide the services. Her opinion reflected “Properly certified teachers are often ‘improperly prepared’ to deliver effective instruction” (Georgette Dickman, 2003). In addition, sometimes parents are left out of the decision process as Chen (2020) expresses that parent of special education students who are frustrated with the lack of support in the public school system are taking matters into their own hands.      The way the federal and state law of IEP is written is fair. However, the lack of proper implementation at the district, school, and classroom causes unfairness sometimes. 

       From my personal experience as a Chinese immigrant and communication with many Chinese parents, I sensed the difference of perspective of special education influenced by the culture. Most Chinese parents are reluctant to talk about their children’s disabilities. Without parental contribution, school faculty may be unaware of important information, which should inform IEP planning (Counts, Katsiyannis, & Whitford, 2018). However, when parents have language or cultural barriers, participation in the IEP may be less meaningful, which could result in worse outcomes for students (Higgs, 2020).

       The vision of my school is within a school culture of pride and ownership, prepare students to be successful at a four-year college or university. In order to achieve this vision, 

·       teachers should grow professionally, align teaching to state standards, provide appropriate and challenging learning opportunities to diverse students, provide accommodation to students with IEP, collaborate reflectively in professional learning communities, and celebrate small, progressive gains regularly. Students with IEP need more individualized plans and supportive service. 

·       parents should communicate collaboratively with the school and support its vision and mission, be aware of their child's progress, graduation, and higher education requirements, and get involved in the functions, committees, and volunteer opportunities of the school. 

·       administrators should sincerely communicate with the case manager, psychologist, teachers, parent/legal guardian, and other personnel to evaluate, monitor, and support students with IEP. 

·       students with IEP need more sufficient materials and resources from school to support their learning and monitor their progress. When their needs are truly met, their academic potential will be really developed. Till then they can more than likely graduate and thrive in life. 

     "A Guide to the Individualized Education Program" is very informative and educational. The link is https://www2.ed.gov/parents/needs/speced/iepguide/index.html 

      Thank you for reading. Please feel free to leave comment in below to share your thoughts about IEP. 

                                                                 References:

Allen, S. 2018. Understanding IEP Laws and Regulations. 

       https://www.sjallenlaw.com/blog/iep-laws-regulations/

Chen, G. 2020. When Public Schools Fail Special Education Students: What Parents Can  Do.   

       Public School Review.            

       https://www.publicschoolreview.com/blog/when-public-schools-fail-special-education-students-what-parents-can-do

Counts, J., Katsiyannis, A., & Whitford, D. K. 2018. Culturally and Linguistically Diverse        

        Learners in Special Education: English Learners. NASSP Bulletin

 Freedman, M. 2020. IEP and Section 504 Team Meetings. CORWIN A SAGE Publishing  

         Company.

 Higgs, J. 2020. The Experiences of Chinese Parents in IEP Meetings Whose First Language is   

       not English. Texas Tech University. 

       https://ttu-ir.tdl.org/bitstream/handle/2346/86562/HIGGS-DISSERTATION-2020.pdf?sequence=1

 Lynwood Unified School District Special Education.     

       https://www.mylusd.org/apps/pages/index.jsp?uREC_ID=382760&type=d&pREC_ID=1902623

Office of Special Education and Rehabilitative Services U.S. Department of Education. 2020. A  Guide to the Individualized Education Program. 

       https://www2.ed.gov/parents/needs/speced/iepguide/iepguide.pdf

 Siegel, L. 2020. The Complete IEP Guide How to Advocate for Your Special Ed Child. NOLO    

        Law for All.