| Are you the parent of a child with a disability in special | | | | the bottom of the list to handwriteany new issues that |
| education,who would like parenting tips on how to be | | | | come up at the meeting. |
| an equal participantin your child's Individual Education | | | | Tip 4: Consider bringing a parent input statement to |
| Plan (IEP) development? Areyou afraid to give your | | | | your child's IEPmeeting. A parent input statement is a |
| opinion, because you are not a professional? | | | | one page document that stateswhat you believe your |
| Then this article is for you; learn 6 easy to use tips that | | | | child's needs are, and what special educationservices |
| will helpyou assertively participate in the process, for | | | | your child needs. It should be typed, if possible, and |
| the good of yourchild. | | | | askthat it be attached to your child's IEP. |
| Tip 1: Ask a lot of questions. The process can be | | | | Tip 5: Use the Individuals with Disabilities Education Act |
| overwhelming; | | | | (IDEA) tosupport your position. Peter and Pam Wright |
| The IEP meeting usually has 5-10 disability educators | | | | have written severalbooks including Special Education |
| plus theparents. Ask questions whenever you need to, | | | | Law; second addition. This book iseasy to read, and |
| so that you canunderstand what is being said, by | | | | use as a reference at any school meetings.The |
| school personnel. | | | | bookcan be purchased at |
| Tip 2: Ask the disability educator to slow down, and | | | | Tip 6: Read the IEP document before you leave the |
| explainsomething that you do not understand. | | | | meeting. What wassaid at the meeting is not important, |
| Sometimes school personnelspeak very fast, and do | | | | what is important is what iswritten in the document. |
| not stop to explain what they aretalking about. This is | | | | Make sure that any important discussionsabout your |
| especially true, when they are giving parentsresults of | | | | child are included in the meeting notes, and that |
| a psychological evaluation. You should ask them to | | | | alleducational services promised are listed. |
| showyou the results of the tests and explain what the | | | | With these 6 tips, you are well on your way to learning |
| scores mean. | | | | to assertivelyparticipate in your child's IEP meeting. You |
| Tip 3: Bring a written list of items that you would like to | | | | know your child betterthan school personnel, so you |
| discuss atthe meeting; it can be hand written or typed. | | | | have a lot of valuableinformation to share with the |
| Check off each itemas it is discussed. Leave space at | | | | team. Good luck in your advocacyjourney! |