How do IEPs work? Do you have to sign them?

[mamadadawahwah]

My boy will be going to school this year and i dread the IEP (He is on the autistic spectrum)

I have just finished re-writing the tissue paper, which was an excuse for his statement and am fast forwarding ahead to worrying about the IEP.

I assume that the IEP is written together between school and parents. If a parent does not agree with it, how do you make that known. Do you have to consent to it? or reject it?

Also, is it legal for the school to present you with your child's draft IEP before you are consulted with it?

How does it work?
thanks in advance

How do you teachers feel about "modifying the curriculum" to meet the student's special educational needs.

IEPs are usually 2 sides of A4 with 3 targets for most children sometimes 4.
Sadly we have quite a few no shows for IEP reviews, but about 50% do come

We also have about 50% no shows, so I then go through it with the child and send a photocopy home.

Our IEPs are 2 sides of A4, and like others have said, a working document. 10 pages would just be useless, and totally unworkable.

The place for information like that is the childs SEN folder.

My DD's IEP is usually 2 sides of A4 for each term. She is on school action plus and has dyspraxia & hypermobility. The IEP has always been drawn up by the SENCO then I go in to sign it. It has always been very comprehensive and has addressed her needs very well in my opinion. When she was struggling with her writing for example, the SENCO decided that it would be appropriate for her to write 2 sentences maximum, then for the class room assistant to scribe for her or for her to record what she wanted to say into a tape recorder. This strategy worked brilliantly and isn't necessary any longer. There is a section for what applies to the classroom, then a weekly plan for each session she has with the SENCO.

I guess that if I wasn't happy I would say at the point I go in to sign and it would be refined at that point.

When ds1 was in Reception I was invited to IEP meetings and attended each one.Each IEP had about 3 or 4 targets and was about 2 A4 sides long. The targets were not necessarily academic ones. They included things like mark-making in sand, taking turns on the computer with one other child, and even being able to do 5 push-ups in his sensory integration group. I should add that the push-ups were child-friendly ones and aimed to increase his upper-arm strength. The SENCO wrote the targets down in the meeting, they were later typed and I would be given a copy to sign.

In Yr1 I haven't been invited to any meetings but I've always been given a draft copy to look through and sign. The targets suggested have always been appropriate ones IMHO and I have always approved of them.

IMHO anything more than about 4 targets is too much. It's much better to work on a few areas at a time and get good results than to have loads of targets that are only ever half met because of time constraints. I think that even if there was only one child in the class the teacher would have a tough time working on 12 pages of IEP at a time.

Hi mamadadawahwah
Don't be depressed by my IEPs. The clock face one is really about number recognition and chorusing along with me 'one o clock, two o clock etc'
the Ginn symbols are in level one which I have split into three sections and I think cover words like come, where and my and I am asking them to recognise them with Makaton symbols.
the ITC one is about children really making choices ( although I do have children that can do very complicated things on the computers) where they have to ask for a picture of their favourite character, and are helped by an adult to print it out.
I do end up cutting and pasting IEPs but only really beacuse I split my group into ability ranges and ths helps with planning - so for example I have the group looking at numbers and saying o clock but I might also have a group who are holding up fingers or matching numbers on the clock up to three.
The lining up one is because we have had a wall and a door put into our clasroom and it just stops them charging at it to get out we are makig a train line in the same place whenever we leave the room at the moment about half the class can get into a very vague line, which is fine with me as we don't leave the room like a herd of buffalos with staff panicking that we don't have everyone. We don't have meetings about IEPs as we set them every six weeks. our IEPs are 1 side of A4.
It has the target, teaching strategies, what the out come will be and space for evaluation. IEp should not be big documents and the targets should be SMART
Specific
Manageable

Assessable

Realistic

Time-specific.

I wouldn't worry about the IEP, as others have said, its a working document that can and does change ongoing.

My DS's school sends home usually a 2xA4 document for me to look at before the Termly Review (internal school/parent meeting, not like the Annual Review) and I can add 2-3 items of my own. We then meet and go through the document very thoroughly and I can say, question, discuss anything I want. I find that it really helps me understand why they are setting the targets and gives me the opportunity to question them or suggest others. It also really helps to maintain my relationship with the staff and school.
I have often heard from various professionals that many parents do not show up to Reviews etc (not at DS's school as far as I know). Staff and professionals do find it disheartening but they can't be judgemental and just have to get on and do the best they can for the child.

We set Sam's targets once every term, we sign them and so does Teacher, who then promptly ignores them. They're only worth having imo because after 3 they'll go for a statement.

They give him four targets, usually 'don't kill anyone' or 'learn to write D, b, a' and theya re either carried on or not, as the case may be.

My son has an IEP and I have never been invited to attend at school always just sent a copy. We have a new SENCO and for other reasons I am seeing her tomorrow and will be telling her that I want to be involved.

Regarding IEP's staementing, etc, its all a blur now to me. However, i found a great american site all about IEP's etc and found this list of good "comebacks" to pat answers teachers might give you regarding your children and any progress/lack thereof.

A few suggestions below:

sd; her grades are good
comeback; COMPARED TO WHAT?

sd; why do you want to label him?
comeback; HIS BEHAVIOR LABELS HIM, THE DIAGNOSIS GIVES US HOPE OF HELPING
HIM APPROPRIATELY.

sd; she'll be in a class with 'lesser' students
comback; GEE, I THOUGHT IN THE UNITED STATES WE WERE ALL CONSIDERED EQUALS -
OR - SHE NEEDS TO BE IN THE CLASS THAT IS APPROPRIATE TO HER NEEDS.

sd; grade levels on the tests don't matter
comeback; THEN WHY ARE THEY GIVEN? AND WHAT DOES MATTER? HOW DE WE
DETERMINE WHAT THE TEST IS TESTING, THEN?

sd; we don't do that
comeback; NEVER? NOT EVEN WHEN THE CHILD'S EDUCATIONAL NEEDS REQUIRE IT?
GEE, I THOUGHT THAT WAS AGAINST THE LAW.

sd; PT is not an educational need
comeback; IT IS IF MY CHILD CANNOT PERFORM SCHOOL-RELATED TASKS DUE TO
DEFICITS IN THIS AREA.

sd; _ is not an educational neeed
comeback; SAME AS ABOVE.

sd; this is the only program we offer
comeback; GEE, I THOUGHT THE "I" IN IDEA STOOD FOR INDIVIDUAL - AREN'T YOU
REQUIRED BY LAW TO PROVIDE A RANGE OF PROGRAMS MEETING INDIVIDUAL NEEDS?

sd; 1/2 hour per week OT is all students get
comeback; EVERY STUDENT? WITH EVERY LEVEL OF NEED? GEE, THAT DOESN'T SOUND
VERY INDIVIDUALIZED TO ME. WHAT IF MY CHILD'S LEVEL OF NEED REQUIRES MORE
OT THAN THAT? HOW WILL YOU MEET HIS NEED?

sd; sI isn't for school
comeback; WHY NOT? MY CHILD'S SENSORY NEEDS AFFECT HIS/HER ABILITY TO
BENEFIT ADEQUATELY FROM HIS/HER EDUCATION. HOW ELSE WILL YOU ADDRESS THIS
PROBLEM SO MY CHILD MAY RECEIVE A FAPE? CAN I HAVE THAT IN WRITING?

sd; we don't have the funds
come back; OH, THAT'S TOO BAD. I UNDERSTAND THAT FEDERAL LAW PROHIBITS
FINANCIAL NEEDS FROM BEING CONSIDERED IN PROVIDING MY CHILD WITH HER FAPE.

sd; she has good grades now, she doesn't need sped anymore
comeback; SHE HAS GOOD GRADES BECAUSE OF THE APPROPRIATE SUPPORT SHE HAS
BEEN RECEIVING. WHAT HAPPENS IF YOU WITHDRAW THE SUPPORT AND HER GRADES
DROP AGAIN? I WILL NEED EVIDENCE THAT SHE CAN BENEFIT FROM HER EDUCATION
WITHOUT THIS SUPPORT BEFORE I CAN AGREE TO ANY CHANGES.

sd; you have to find a social skills group
comeback; IT'S MY UNDERSTANDING THAT THE SCHOOL DISTRICT IS SUPPOSED TO HELP
ME WITH MEETING MY CHILD'S EDUCATIONAL NEEDS. WHAT SOCIAL SKILLS GROUP WILL
YOU PROVIDE?

sd; you have to find a summer school
comeback; IF MY CHILD NEEDS SUMMER SCHOOL, IT IS PART OF HIS EDUCATIONAL
NEEDS FOR AN EXTENDED SCHOOL YEAR, AND THE SCHOOL DISTRICT IS RESPONSIBLE
FOR MEETING THOSE NEEDS.

sd; you have to find a summer camp
comeback WHY? WHAT NEEDS WILL IT ADDRESS? AND WHY ISN'T THIS PART OF MY
CHILD'S FREE AND APPROPRIATE EDUCATION?

sd; we don't need to write that down
comeback I FEEL MORE COMFORTABLE WITH EVERYTHING WRITTEN DOWN. AFTER ALL,
YOU COULD WIN THE LOTTERY TOMORROW AND YOUR REPLACEMENT WON'T KNOW ABOUT
THIS AGREEMENT UNLESS IT'S IN WRITING.

sd; we do that naturally
comeback; I'M SURE YOU DO. HOWEVER, IF WE CHANGE DISTRICTS IN MID-YEAR,
THIS MUST BE SPECIFIED IN THE IEP IN CASE THE OTHER DISTRICT DOES NOT DO IT
NATURALLY.

sd; we don't know how to do an FBA
comeback HERE IS THE NAME AND NUMBER OF AN EXPERT WHO WILL COME IN AND DO
THE FBA AND/OR TRAIN YOUR STAFF. OR - AREN'T YOU REQUIRED BY LAW TO KNOW
HOW TO DO THEM? HOW DO YOU INTEND TO ADDRESS THIS PROBLEM?

sd; [written in IEP] where/when appropriate
comeback; GEE, I THOUGHT THIS WAS SUPPOSED TO BE MORE SPECIFIC. CAN YOU
TELL ME THE TYPES OF SITUATIONS WHERE YOU IMAGINE THIS MAY BE APPROPRIATE?
OKAY, LET'S WRITE THOSE IN, THEN.

sd; [written in the IEP,] in a timely fashion
someback; WHAT DOES THIS MEAN? CAN WE MAKE AN ESTIMATE OF WHEN THIS SHOULD
OCCUR?

sd; just trust us, we know best
comeback; GEE, I'D LOVE TO JUST TRUST YOU, BUT AS A FULL MEMBER OF THIS IEP
TEAM I NEED TO UNDERSTAND EXACTLY WHAT IS BEING DONE AND WHY.

sd; let's just wait and see
comeback; HOW LONG WILL WE WAIT? AND WHAT CRITERIA WILL WE USE TO JUDGE
OUTCOME? AND WHAT STEPS WILL WE TAKE BASED ON THAT OUTCOME?

sd; she has to take that 1 1/2 bus ride
comeback; WHY? DOES THAT TAKE INTO ACCOUNT HER SPECIAL NEEDS?

sd; he doesn't look depressed
comeback; YES, THAT'S WHAT MAKES IT SO HARD TO KNOW WHEN TO HELP HIM.
THAT'S WHY MY (PSYCHIATRIST, PSYCHOLOGIST, DOCTOR) WHO MADE THE DIAGNOSIS
RECOMMENDS WE DO THE FOLLOWING.....

sd; we don't have a harrassment/bullying policy
comeback; WHY NOT? CAN I HAVE THAT IN WRITING?

sd; she has to stay in to make up that work
comeback; WHY? CAN I HAVE THAT IN WRITING?

sd; he lacks motivation
comeback; GEE, HOW CAN WE ADDRESS THAT EDUCATIONAL NEED?

sd; [phone call] come and get your child NOW
comeback; HAVE YOU TRIED EACH AND EVERY STEP IN THE BEHAVIORAL INTERVENTION
PLAN?

sd; he has to learn to be more responsible
comeback; OKAY, HOW WILL WE TEACH HIM THAT?

sd; more accomodation will only 'enable' him, threatening his future
comeback; OH, I DISAGREE. I THINK THE ACCOMODATION WE'RE DISCUSSING IS
NEEDED TO ALLOW HIM TO MOVE TOWARD INDEPENDENCE.

sd; this is the only communication device we have
comeback IS IT APPROPRIATE TO HIS NEEDS? IF NOT, I REQUEST A FORMAL
ASSISTIVE TECHNOLOGY ASSESSMENT TO DETERMINE WHICH DEVICE THE SCHOOL
DISTRICT NEEDS TO MAKE AVAILABLE TO HIM.

sd; the CSPD is only for state use
comeback; REALLY? CAN YOU SHOW ME WHERE THAT IS STATED IN LAW?

sd; there's not enough time to discuss this issue, moving on..
comeback; I'M NOT COMFORTABLE JUST DROPPING THIS ISSUE. I'M WILLING TO
MOVE ON IF WE SCHEDULE A TIME WITHIN THE NEXT TWO WEEKS TO DISCUSS IT
FURTHER.

sd; but you have to sign this now
comeback; IT'S MY UNDERSTANDING THAT I CANNOT LEGALLY BE COMPELLED TO SIGN
ANYTHING. I NEED SOME TIME TO LOOK IT OVER BEFORE I SIGN.

sd; art therapy is not a related service
comeback ARE YOU SAYING MY CHILD DOES NOT NEED THIS SERVICE IN ORDER TO
BENEFIT FROM HIS FAPE? IF SO, HOW ELSE DO YOU INTEND TO MEET HIS IDENTIFIED
NEEDS? CAN I HAVE THAT IN WRITING?

sd; parent training? what's that? there's no reason for that in an IEP
comeback; HERE IS THE REGULATION WHICH STATES THAT YOU ARE RESPONSIBLE FOR
APPROPRIATE PARENT TRAINING.

sd; you have to find the right meds for him
comeback; HIS PHYSICIAN AND I ARE WORKING ON THAT ASPECT; WHAT WE NEED TO
DISCUSS HERE IS HOW WE CAN ADDRESS HIS NON-MEDICAL NEEDS.

sd; if we do it for one, we will have to do it for all
comeback; GEE, THAT SEEMS TO FLY IN THE FACE OF THE "INDIVIDUAL" PART OF
IEP. PLUS, IF MY CHILD NEEDS IT IN ORDER TO BENEFIT FROM FAPE, THE SCHOOL
DISTRICT IS REQUIRED TO PROVIDE IT.

sd; there's no way we will authorize a 1 on 1 aide
comeback; NEVER? FOR ANY CHILD? REGARDLESS OF LEVEL OF NEED? GEE, THAT
DOESN'T SOUND LEGAL TO ME.

sd; we need to see your child's medical and psychological records, sign here
comeback; WHY? PLEASE PUT YOUR REASONS IN WRITING AND I WILL CONSIDER IT.

sd; someone will get back to you
comeback; WHO? AND EXACTLY WHEN? CAN I HAVE THAT IN WRITING?

sd; [child going into 7th grade,needs a mentor from the local college
program] we don't do prevocational, you will have to wait til age 14,
transition
comeback ; ARE YOU SAYING MY CHILD DOES NOT NEED A MENTOR NOW? OH, HE
DOES? THEN WHAT WILL YOU DO TO MEET THIS NEED?

sd; he doesn't need AT
comeback; WHY NOT? AND CAN I HAVE ANOTHER ASSESSMENT DONE?

sd; there must be problems at home; aren't you divorced?
comeback; I BEG YOUR PARDON? I DON'T THINK THIS IS AN APPROPRIATE SUBJECT
FOR THIS MEETING. LET'S GET BACK TO MY CHILD'S IDENTIFIED EDUCATIONAL
NEEDS.

sd; your child isn't ready for that
comeback; WHY NOT? WHEN WILL SHE BE READY? HOW WILL WE KNOW? CAN I HAVE
THAT IN WRITING?

sd; subjective measurement is how it's done
comeback; I'M SURE IF WE BRAINSTORM WE CAN COME UP WITH A WAY TO FOLLOW THE
LAW BY OBJECTIVELY MEASURING THIS.

sd; your child won't be able to keep up in a regular class
comeback; I KNOW, THAT'S WHY WE NEED TO PROVIDE SUITABLE ACCOMODATIONS AND
MODIFICATIONS.

any others appreciated!
ty!
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Hope some of these help (can you tell I was starting to get angry?  LOL).

Michelle W
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The correct comeback to most of these is something I learned at an advocacy workshop: "Show me in writing where your policy states that". If it isn't in writing, it doesn't exist applies here, too. Eileen L.

Another question i have is how you deal with the issue of the "hidden" curriculum for kids with learning difficulties. Any responses greatly welcomed.

What do you mean by the 'hidden' curriculum?

If you mean the ethos of the school etc this will mostly be covered in PSHE we for example have only 3 school rules
we walk in school, we listen in school, we are kind to our friends.
classes have written or unwritten rules in my room these might include ( all written in the negative I know but I am thinking off the top of my head after a long day)
no biting
no spitting
we keep our hands to ourselves etc
A pupil may have their own programme which may be linked to their PHSE IEP
Most schools will follow a modified NC and schemes of work and P levels can be found here.

\link{http://www.standards.dfes.gov.uk/schemes3\national curriculum}

\link{http://www.nc.uk.net/ld/index.html\NCSEN}

The section called 'developing skills' is about all the other things pupils learn, comunication / thinking skills etc but that aren't formally written down is this what you mean?

I would see that as the general school ethos. Apart from the equal opps policy the school ethos is the same for children with SEN and all the rest, in fact the equal opps policy should cover everyone if it is going to be useful IYSWIM

iirc correctly hiddnen curriculum (in my sociology classes years ago) referrred to conforming, which includes the crud like who has the best uniform / power ranger, etc as well as walking nicely. It's that subtle stuff we want our kids to avoid but that they inevitably pick up (another benefit of As- I've found loads of those today ! yay! DS1 don't give a damn about no clothes trends / in toys)