As the back-to-school season races toward us, ACP has been presenting information to help inform your decision to enroll your child in preschool or kindergarten and help you understand your rights as a parent of a child with Autism. Launched as part of the Individuals with Disabilities Education Act (IDEA), the Individualized Education Plan (IEP) helps protect every student’s right to a quality public education.
This series exists to assist you, not to push you either way. You know your child the best. The school system was designed for neurotypical students, and so as a parent of a child who is neurodivergent, there are key things to keep in mind to help your child thrive academically. Keep reading to learn more about the process of creating and maintaining an IEP!
When a child joins a classroom without an IEP, an educator might notice learning or behavior challenges that might indicate Special Education could be beneficial. IEPs are available for students who have a disability that negatively influences their academic or functional performance in school.
Prior to initiating an IEP, an educator will likely work to see if there are any interventions or changes they can make to their classroom to help the child acclimate and access classroom instruction without Special Education.
Because the IEP is available to students with a variety of disabilities, these changes can be very varied, as well. A student that doesn’t seem to be absorbing classroom instruction or seems frustrated could have an unnoticed vision impairment and need glasses or contacts. This child can sit in a better seat until they have their glasses or contacts. They don’t need Special Education.
If interventions don’t seem to be making a difference, the educator will likely suggest an evaluation for an IEP.
The first step of the IEP process is referral.
Either your child starts school and a professional suggests they would benefit from an IEP, or you initiate because you know or believe your child will/will likely need an IEP. If someone suggests your child would benefit from an IEP, they are required to obtain your consent before evaluation. No one can evaluate your child without your approval. You can say no. These evaluations determine if your child is eligible for an IEP.
Your child will be evaluated, potentially by multiple professionals.
These could include a School Psychologist, Speech or Occupational Therapy clinicians, and/or other professionals. If you disagree with the evaluation, you can request an Independent Education Evaluation (IEE) and ask the school district to pay for it. Disabilities that impact academic or functional performance in school can range from a hearing impairment to profound Autism. If you feel your child needs an IEP to succeed but they are found ineligible, you have the right to contest the decision.
If your child is eligible, a coordinator will work with you to schedule your first IEP meeting.
The coordinator will likely give you many more details on your and your child’s rights in this situation, but feel free to ask if they do not.
The IEP meeting must be during a convenient time and place for the caregivers, which means videoconferencing is an option.
The first IEP meeting must be held within a certain amount of days after determining a student’s eligibility. For many states, that is 30 days, but because it is state-specific, it’s best to ask your coordinator when your school’s deadline is.
During the first IEP meeting, caregivers work collaboratively to discuss the options for their child’s Individualized Education Plan.
School staff and clinicians are allowed to present a draft IEP to caregivers during this first meeting, as long as there is opportunity to make changes after discussion. Schools cannot present an IEP and encourage you to sign without your input on the interventions, accommodations, or modifications presented within the Plan.
An IEP meeting must be held at least once a year.
During this meeting, you and your team will review how things are going and compare your child’s performance to things like grade-level standards. This is the time to make any necessary changes to your child’s IEP. It’s okay if your child needs additional IEP meetings. All children change as they grow, so their needs might look different after some time has passed. A caregiver can request an IEP meeting at any time. You do not have to wait until the annual review.
There are key attendees who must be at every IEP meeting.
- You, the caregiver,
- At least one of your child’s general education teachers,
- At least one of your child’s special education teachers,
- A school district representative who can approve services and resources,
- And an expert that can interpret your child’s evaluation results.
If you approve, one of these representatives can miss the meeting, but you can also say you’d like to reschedule when everyone is available. You can also say that you want additional people there, like your child’s external therapy provider or another advocate you trust.
IEP meetings can be about a variety of things. If another student or school representative is having conflict with your child, you can request an IEP meeting about how to find resolution and that resolution can include changing the IEP. Your child might also be missing accommodations listed in their IEP. You can request a meeting to address this gap in the approved and agreed upon Plan.
After any changes to your child’s IEP, you will be asked to sign it. Changes cannot be made without your agreement and signature.
Once the IEP is complete and you’ve signed it, you’ll get a copy. Your child’s teachers and team will also receive a copy, so they know what to do to best support your child’s academic experience and what expectations they are being held responsible for.
Schools are required to reevaluate students on IEPs every so often, usually every three years.
If they feel your child no longer needs an IEP, they can suggest dropping the Plan. However, you have the right to dispute dropping the IEP, if you believe their decision is inaccurate. You know your child best.
Stay tuned as we continue to share information for caregivers to feel more informed of their rights as their child enters the school system. We care deeply about the future of the little ones in our care, and so we care deeply about their experience outside of our care, as well! We want you to feel empowered as you advocate for your child’s needs. You can read more about what the IEP is on our blog, as well as articles on preschool or kindergarten prep from the perspective of Occupational and Speech Therapists.
If you have questions when your child is graduating from therapy with ACP, please ask! If you’re considering whether your child is ready for preschool or kindergarten or a combination of school and therapy, we’re also happy to have that conversation, as well. Reach out to your center team to discuss. If you’re not enrolled in therapy with ACP, we’d love to chat about what brought you to this page. Give us a call at 800-679-3609 or email us at Welcome@AutismCarePartners.com!
