Individual Education Plan
Making Sense of the IEP Process
As a parent or care giver of a child who has just been diagnosed and/or classified with a disability, it can be overwhelming. Remember you are not alone. First begin by asking questions and searching for answers, talking to others, and building a strong support system for you and your family. Most importantly, if your child is classified as requiring special education, know that not too many parents ever walk into their child's first "Individual Education Plan" (IEP) feeling like they are experts. It takes time, much research, and attendance at many workshops to understand the little book your child study team hands you that has over 110 pages filled with the "Individuals with Disabilities Education Act" (also known as "IDEA"). IDEA is made up of mountains of regulations and code that may vary from state to state and are often difficult for attorneys to understand, let alone parents. However, as difficult and confusing as it seems, you must take the time to get know your child from the inside and out. You should also be knowledgable about their basic rights and the protections the laws do provide. It will take time and is a process of learning more every day, but with the right kind of help and support, you can and will become an expert and the best advocate for your child.
It is equally important to remember that the expectations for your children with disabilities should be no different than any other child. They too should receive the same quality education and community support that will prepare them to ultimately obtain diplomas upon graduation from high school that translate to improved quality of life and meaningful transition into the workforce. It takes daily active involvement, setting expectations high, and becoming the kind of support system for your child that helps them to increasingly become more independent at setting and achieving their own goals and aspirations. Below are two videos Pathways has made about raising expectations and outcomes. One is a panel of five parents who have children with varying disabilities from the ages of six to forty. The second is a panel of administrators and teachers from both special and general education who share about their experiences in having the same expectations for all students. Click on the buttons below to view each of them.
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