The IEP process begins with observations and assessment which identify present levels of performance, strengths, and needs. The goals are then designed to address these needs, and finally, the team discusses what program would best meet the identified needs. Listen to what the program has to offer, but remember, the district has a responsibility to look at the former plan and implement it until a new one is formed. Keep in mind that the IEP is not based on what a program has to offer but on the needs of your child.
“We understand there are always differences when a student switches schools and we are very interested in hearing what your program offers. However, we went through a comprehensive assessment process for Ann’s current IEP and feel that her TVI* and previous classroom teacher created a quality education program. It is my understanding that for now the school is required to continue to implement the existing IEP until a new one is approved by the team.”
*Teacher of Students Who Are Blind or Visually Impaired
Collabortive effort between the
National Center on Severe and Sensory Disabilities
and the National Organization of Parents of Blind Children
Copyright © 2008 National Center on Severe and Sensory Disabilities
Copyright © 2006 National Center on Low-Incidence Disabilities
Permission to use for educational purposes granted.