| tart --> | | | | Educators of children with special needs should reflect |
| The ice is beginning to melt, and springtime is just | | | | on their students in much the same way as parents. |
| around the corner. For those of us who either work in | | | | As you prepare for each student's IEP, I would |
| schools or have a child in school, this usually means the | | | | encourage you to do the following: |
| beginning of the busy season we know as spring IEP | | | | 1. Review your progress and anecdotal notes from the |
| time. For those of you who are unfamiliar with this | | | | past year. |
| process, annual Individualized Education Plans (or IEPs) | | | | 2. Write a list of strengths and obstacles that you see |
| are usually completed in the spring for students | | | | in the classroom environment. |
| receiving special education services. As we begin to | | | | 3. Brainstorm ideas on how to overcome the student's |
| embark on this busy time of year, it is important for | | | | obstacles. |
| parents and educators alike to reflect on the past year | | | | 4. Make a plan for where you would like to see the |
| and the progress that the child/student has made, and | | | | student 1-2 years, 4-5 years, and 8-10 years from now. |
| look toward the future. | | | | 5. Send home parent questionnaires, and request |
| Parents of children with special needs sometimes feel | | | | parent input when beginning the IEP planning process. |
| that they are not an integral part of the IEP process. | | | | 6. Set-up a team meeting to review progress, and |
| As you prepare for your child's IEP, I would encourage | | | | receive input from parents and all professionals |
| you to do the following: | | | | involved for next year. |
| 1. Reflect in writing on the progress that your child has | | | | 7. Consider typical developmental milestones when |
| made over the past year. | | | | planning and writing IEP goals and objectives: Do you |
| 2. Write a list of your child's current strengths and | | | | need to work on another developmental milestone |
| obstacles. | | | | before moving on to something else? |
| 3. Prioritize the obstacles your child faces, and write | | | | 8. Administer a questionnaire to each student regarding |
| down ideas to overcome them. | | | | enjoyable activities and his or her learning preferences. |
| 4. Write out where you would like to see your child 1-2 | | | | Once again, it is crucial for school personnel and |
| years, 4-5 years, and 8-10 year from now. | | | | parents to work together. By planning ahead and |
| 5. Write down any goal or objective ideas that you | | | | asking for parent input, the springtime IEP season can |
| would like to see your child's school team work on with | | | | be more enjoyable and promising for the future! |
| him or her in the next year. | | | | For parents and professionals alike, the IEP season |
| 6. Ask your child if he or she would like to learn about | | | | can be overwhelming. By planning ahead and thinking |
| something in particular during the next year of their | | | | about your child or student's IEP, it can become a |
| education. | | | | more enjoyable and exciting experience for all. It is |
| After thinking and writing about your child, it is a good | | | | important to remember to work as a team, because |
| idea to sit down with your child's IEP team prior to the | | | | as a team we can accomplish so much more than we |
| IEP to brief them on your thoughts, IEP ideas, and goals | | | | can individually! |
| for the future. It is important to work together with | | | | "Working together, ordinary people can perform |
| school personnel in order to achieve the most success. | | | | extraordinary feats. They can lift things a little higher, a |
| Remember: The more we all work together, the | | | | little farther, towards excellence. |
| greater the results we can achieve! | | | | |