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Common IEP Questions |
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What information is included in the
Parents' concerns section of the IEP?
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Does the regular teacher really have to be
included in the IEP conference?
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Are three year re-evaluations still
required?
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How do I include speech-language as a
related service on the IEP?
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What are alternative assessments?
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Can a student on a 504 plan
also have an IEP?
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How do I refer a student for a
speech-language evaluation?
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What information is included in the Parents' concerns section of the
IEP? |
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The Parents' concerns section is an
opportunity for parents to share their expectations and concerns for
their child's education. They may indicate their observations of
the student's learning difficulties, or make suggestions to promote
academic success. The parent may also use this space to indicate
any dissention with the plan proposed by the
IEP
Team. |
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Does the regular teacher really have to be included in the IEP
conference? |
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Absolutely. The regular classroom
teacher is a vital member of the IEP team. The regular teacher
must provide the team with information regarding the student's
performance in the general education classroom, and be available for
the discussion of modifications and adaptions needed. |
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Are three year
re-evaluations still required? |
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Yes; but formal standardized tests may not
be needed for the re-evaluation of every child. During the IEP
process, the team may decide, with the parent's informed consent,
that additional standardized tests are not needed to determine the
student's continued eligibility for special education services.
This information should be documented on the IEP Review and MEETS
forms. |
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How do I include speech-language as a related service on the IEP? |
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First, make sure to invite the
speech-language pathologist to the IEP meeting. The special
education teacher is responsible for informing the
entire team of every IEP meeting, including annual reviews.
If it is an annual review of a current speech-language placement,
the speech-language pathologist will add information to the
student's present levels of performance and the service page of the
IEP. You will also be provided with new speech-language goals
and objectives. Do not
copy last year's speech-language goals as a substitute for obtaining new
objectives. If the IEP review meeting is held without first
consulting all of the service providers, including the
speech-language pathologist, the special education teacher will be
responsible for the missing, or inappropriate, goals and type of
service information. The team will be required to develop a new IEP,
and schedule a new parent conference. |
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What are alternative assessments? |
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Alternative assessments can include
language samples, portfolios, teacher-prepared instruments and
curriculum-based assessments. |
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Can a student on a 504 plan also have an IEP? |
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No, an eligible student may have either a
504 plan or an Individualized Education Program (IEP).
Sometimes, students with life long disabilities, who did not qualify for special education, can
benefit from the classroom modifications or adaptions listed on a
504 plan. Student's with Attention Deficit Disorders, may also
benefit from the use of a 504 plan. |
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How do I refer a student for a speech-language evaluation? |
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The first step is to talk to the
speech-language pathologist assigned to your school. He or she
will conduct a speech-language screening to determine if an
evaluation is warranted. You will be asked to complete a
referral for multidisciplinary evaluation form with information
about how the student's speech-language difficulties adversely
affect his/her academic achievement. An eligibility and IEP
meeting will be held once the evaluation is complete. |
