Pop-Up IEP

16. "We don’t normally write that into the IEP."

Why is this statement problematic?

The district is legally bound to implement only those services that are written into the IEP. Therefore your child’s educational needs must be documented in the IEP. Items to be listed in the IEP include all accommodations and modifications; specialized devices; what, where, when, how much, and how often educational services will be provided; who will provide these services; and skills your child will be expected to master. The following skill areas should be assessed and included as appropriate: Alternative skills of blindness and visual impairment such as braille, orientation and mobility, and adaptive technology; social interaction; independent living skills; recreation and leisure; career education; visual efficiency; and self-advocacy skills.

Possible Responses for Parents/Advocates

“We feel that everything we agree upon should be written into the IEP. Then the expectations for everyone’s part in implementing the goals and accommodations are clear. Having everything documented in the IEP will also help other staff when Anna transitions to middle school and high school and would make it easier for another school if our family were to move.”
“It sounds like we all agree on the goals and services that are important for Reggie. Let’s think how we can write them into the IEP.

Read the Law

Additional Information

Collabortive effort between the
National Center on Severe and Sensory Disabilities
and the National Organization of Parents of Blind Children