An IEP is not a free pass, and other misconceptions about Special Education   5 comments

Last week I had the opportunity to participate in Twitter’s #SpEdChat (READ: I actually remembered it was taking place and added my two cents). I have a special place in my heart for Special Education; I made it through 4.5 years teaching without laying hands (CODE: Channeling Madea) on any students. More importantly, I managed to only mildly inform colleagues and administrators of their ignorance of Special Education’s purpose and when they directly violated any component of IDEA (Individuals with Disabilities Act). But I digress because this post is about something else. It’s about teachers being proactive in gaining knowledge to do what’s in the best interest of their students. And I can always support that!

I noticed a theme during the #SpEdChat: A lot of General Education teachers are genuinely interested in learning about ways to help those students with an IEP (Individualized Education Plan), as opposed to ‘passing them’ simply because they have an IEP. My buddy @TheJLV and I were discussing the arrangements at his school: The majority of the kids served by Special Education participate in Inclusion classes, where students are essentially mainstreamed into Regular Education classes. (NOTE: This setting, as with any other, is determined by the child’s IEP team – parents, teachers, psychologist, administrator, etc. and his/her area of disability. This is covered by the FAPE – Free Appropriate Public Education- provision of IDEA.) He shared that the staff attended an IEP training workshop, facilitated/led by the Special Education Department. That’s certainly a good first step, but I am sure some of the people were overwhelmed. Why? Because I was overwhelmed with writing IEPs for the first two years; reading them was much easier! In order to better educate teachers, both General and Special Education, it is absolutely necessary to for school’s to offer ongoing professional development regarding IEPs, IDEA, Inclusion, etc. One-shot workshops don’t usually work well for other education-related topics, so it’s no wonder why they don’t fare well with regard to Special Education.

So a few people asked questions about IEPs, including how do you write them, how do you understand them, etc. As I stated above, writing IEPs is a difficult and sometimes daunting task; however, when done correctly, a well-written one makes delivering quality instruction and assessing student growth a proverbial cakewalk. I cannot, nor will I attempt, to do a drive-by blog on writing IEPs because there is a lot that goes into that, but to start I will give you a quick run-down of what an IEP is/is not, and what it’s supposed to do-when followed.

What the heck is an IEP? (Not to be confused with EIP – Early Intervention Plan/Program)

  1. First and foremost, an IEP is a legal document; it’s contents & directives are protected by IDEA;
  2. An IEP is a confidential document. You should only discuss its contents with people who directly interact with the child;
  3. An IEP is required for any child diagnosed with any disability that impedes/affects (not stops) his or her ability to learn at the same rate or in the same manner as peers;
  4. An IEP is not a free pass for students to ‘skate’ through the system; do not let anyone tell you otherwise. You will do students a great disservice if you don’t hold them accountable;
  5. An IEP does not excuse (the majority of) students from learning the same standards/content. It does, however, provide for accommodations/modifications based upon the IEP team’s recommendations;
  6. A well-written IEP requires input from all stakeholders: Student (if appropriate age-usually 14); parent(s); teachers; psychologist; Lead Special Education Teacher (terminology may differ by state); administrator; school counselor; therapist, SLP, etc. when appropriate. This is a group effort and the child will only be successful if the requisite amount of time and knowledge are applied to writing and following the IEP;
  7. An IEP is integral to the success of any student with a disability. It should not, under any circumstances, be filed in some cabinet and ignored during the school year;
  8. By law, an IEP must be updated every year, on the anniversary date. Err on the side of caution: Schedule the Annual Review 7-10 days prior to the anniversary date. I have seen school districts sued by knowledgeable parents because the district failed to conduct the Annual Review. I have also seen students with 2-3 year old IEPs. Yes, the system is broken but we are still accountable for meeting the needs of our students.

In response to concerns voiced by some teachers and administrators during the chat: IDEA states that teachers who have direct instructional contact with the student are required to attend IEP meetings. Attendance by a building administrator is also required. I would suggest that the Special Education Department Chair collaborate first, with the principal to develop a master calendar of potential IEP Annual Review dates. Then, work with other department chairs and inform all teachers of their responsibilities. I understand that teachers now have 1,001 things on their plates, but I am sure they would much rather make time for meetings than be named in a lawsuit.

When in doubt, follow IDEA. Every state/district/school must use IDEA as a foundation for developing their respective Special Education programs. Anything above and beyond IDEA is up to their discretion, but the federal guidelines cannot be altered as long as federal funds are involved/accepted/spent.

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5 responses to “An IEP is not a free pass, and other misconceptions about Special Education

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  1. Nice post!! Definitely a complex, confusing, and important process in education. Was interested as a I re-analyze some data from a study I did – so admittedly this is a deviation and partially “self-serving” given that i am not a teacher (well in the primary or secondary ed sense, i’m a college professor but you know what i eman) I have some data from a study I did on parental perceptions of the IEP process, particularly among Black families in a racially diverse school setting. The punchline is that they felt coerced into developing IEPs by having school staff meet with them and them immediate intervention would be better than more assessment to see where their child was. Essentially the parents signed under the guise “the school knows best.” Alternatively, I have a number of white (middle class cases) that did not “sign away” on an immediate creation of an IEP and got second and third assessments of their children. End result, in one classroom 50% of the black youth in the fourth grade had IEP and experienced pull out instruction. In that same classroom fewer than a 3 White students had IEPs and the ones who did had them created in consultation. Hope that makes sense, again, good work clarifying and sharing.

    • Your findings do not surprise me one bit…and that is sad commentary. I participated in the SpEdChat tonight and someone asked me my opinion on the percentage of IEPs I thought were done with kid in mind versus those done to meet deadline/compliance. My response was 50/50. I believe that the entire process is rushed any way. I think it would be better if there were some way to develop an IEP throughout the school year and make adjustments as necessary. Parents can requests meetings to do an addendum to the IEP but that rarely happens, especially with Black parents. I also think the process is very overwhelming, and that is from a secondary teacher’s viewpoint. Imagine how a parent with a HS Diploma or no knowledge of the terminology feels? It is indeed a broken system. I have been trying to figure out how to offer more of my services as an advocate, especially since I have been working with a parent whose child would have been assigned to a classroom with a permanent sub instead of a HQ Special Education teacher.

  2. Pingback: An IEP is not a free pass, and other misconceptions about Special Education (via EducationCEO’s Blog) « Transparent Christina

  3. Not surprised with the findings either. Would love to chat with you sometime about creating preschool/kindergarten-readiness programs for children with disabilities.

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