16. "We don’t normally write that into the IEP."
- Meet with your child’s teacher to discuss areas the teacher
feels need to be addressed in the following year to help your child function
better in the classroom as a learner and a class member. Discuss what worked
and didn’t work this past year. Take notes and ask the teacher to sign them
next to your signature. These can later be attached to or incorporated into
- Make a list of areas that you as a parent would like to see improve for
your child (if appropriate, have you and your child develop this list together).
A few examples include improved reading speed or reading comprehension,
social skills, participation in group activities, orientation and mobility
skills, and organization skills. Share this list with team members in advance;
discuss and fine-tune items before the meeting. Invite team members to suggest
items they feel need to be addressed. Point out that this will help shorten
the time at the meeting.
- Work with your child’s TVI* to circulate a list of special materials, equipment, and approaches that can be included in the IEP.
- Be sure to thank everyone for their participation before and after the meeting.
- If you disagree with the IEP, make sure to include a written statement
noting your objections. Unless indicated otherwise, signing the IEP indicates
attendance, but not necessarily agreement.
*Teacher of Students who are Blind or Visually Impaired
Read the Law
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.