By
Taiwo AKINLAMI
The 29th Annual Celebrate Kids Conference, hosted by the Ohio CASA/GAL Association, has been an invaluable opportunity for professionals, parents, and advocates to deepen their understanding of children’s rights and educational needs. One of the workshops on Day 2, held on September 27, 2024, offered participants a comprehensive look into one of the most crucial tools for supporting children with disabilities in the education system: the Individualized Education Program (IEP). Elaine Hamilton, an Information Specialist and Trainer with the Ohio Coalition for the Education of Children with Disabilities, led a pivotal workshop titled “Understanding an IEP,” providing essential insights into the process of developing, monitoring, and evaluating an IEP.
This detailed exploration not only underscored the importance of adhering to the Individuals with Disabilities Education Act (IDEA) 2004 but also clarified the roles of parents, educators, and other stakeholders in ensuring that children with disabilities receive a free and appropriate public education (FAPE). The following highlights capture key lessons and stories from the workshop, designed to empower parents and professionals alike as they navigate the IEP process.
Understanding the Role and Components of an IEP
An IEP is a legal document developed for each child eligible for special education services under IDEA. It is tailored to meet the unique needs of the child and is reviewed annually. Hamilton emphasized that the IEP is designed to ensure that students with disabilities receive specialized instruction and services that address both their academic and functional needs. The workshop detailed how IEPs are structured, including:
- Present Levels of Academic and Functional Performance (PLAFP): This section establishes the child’s current abilities in academic areas and functional skills, such as social interaction and self-care. Hamilton stressed the importance of documenting these baselines accurately, as they form the foundation for setting measurable goals.
- Goals and Objectives: These must be specific, measurable, and directly related to the child’s academic and functional needs. Parents are encouraged to monitor progress reports closely, which are sent alongside report cards. If goals are not being met, adjustments should be made during IEP meetings.
- Related Services: These include therapies such as speech, occupational, or physical therapy that support the student in achieving their goals. Hamilton noted that related service providers, such as speech therapists or occupational therapists, should always be involved in the IEP process.
The Legal Framework: IDEA and FAPE
Hamilton underscored that the IEP is grounded in the federal IDEA law, which guarantees FAPE to students with disabilities. She clarified that FAPE ensures students receive an education tailored to their individual needs at no cost to the family, within the least restrictive environment possible. This means that children with disabilities should be educated alongside their typically developing peers whenever appropriate.
One of the most valuable takeaways from the session was the explanation of the procedural safeguards under IDEA, which protect the rights of both the child and the parents. These safeguards ensure that parents are fully informed and involved in all decisions regarding their child’s education. Hamilton also highlighted the revision of Ohio’s procedural safeguards, a process in which her agency was involved.
The IEP Process: Collaboration is Key
An IEP is a team effort, involving parents, educators, specialists, and sometimes the child. Hamilton emphasized that while the district may drive many decisions based on data, parents are critical partners in the process. She highlighted that parents have the right to call for an IEP meeting at any time during the year, not just during the annual review.
Hamilton shared a story of a parent who was concerned that their child wasn’t receiving appropriate services. The parent requested an IEP meeting, and upon review of the child’s progress reports, it became clear that the current goals were not effective. The team worked together to revise the goals and added new services to better support the child.
IEP meetings should involve all key players, including:
- The parent or guardian
- The child, if appropriate (particularly as they approach transition age)
- The special education teacher or intervention specialist
- A general education teacher
- A district representative who can make decisions about resources
- Any related service providers (e.g., speech therapists, occupational therapists)
Hamilton explained that at the age of 14, transition planning becomes a required part of the IEP in Ohio. This plan helps prepare the student for life after high school, whether that means pursuing further education, entering the workforce, or developing independent living skills.
Parents’ Rights and Advocacy: Empowerment Through Knowledge
Hamilton’s session was packed with practical advice on how parents can advocate effectively for their children. For example, parents have the right to ask for a re-evaluation if they feel their child’s needs have changed. They can also request mediation or file a state complaint if they disagree with the school’s decisions regarding services.
Hamilton noted that many parents don’t realize they can bring advocates to IEP meetings. Having an advocate can change the dynamics of the meeting, ensuring that the parents’ voices are heard. Hamilton encouraged parents to seek out organizations like the Ohio Coalition for the Education of Children with Disabilities, which provides resources and training to help parents navigate the complexities of the IEP process.
In one powerful story, Hamilton described a parent who was initially denied additional speech therapy services for their child. Armed with data and the support of an advocate, the parent successfully negotiated with the school to increase the frequency of therapy, ensuring that the child received the necessary support.
Challenges and Common Pitfalls
One of the recurring themes in the workshop was the importance of thorough documentation. Hamilton stressed that all communications with the school should be documented in writing, especially requests for meetings or additional services. This helps establish a clear record and timeline, which is essential if parents need to escalate concerns.
Another common issue Hamilton addressed was the misunderstanding between medical and educational diagnoses. Just because a child has a medical diagnosis, such as ADHD, does not automatically mean they qualify for an IEP. The diagnosis must have an impact on the child’s ability to access their education. If a school refuses to evaluate a child for an IEP, parents have the right to request an independent educational evaluation (IEE) at the school’s expense.
Hamilton also touched on the challenges surrounding behavior-focused IEPs. She acknowledged that addressing behavioral issues through an IEP can be particularly complex, as behavior is influenced by a range of factors. It’s crucial that behavior goals be clearly defined, with data to support any behavioral interventions or plans.
The Importance of Transition Planning
Hamilton’s workshop also covered the critical area of transition planning for older students. Beginning at age 14, the IEP must include a plan that addresses the student’s goals for post-secondary life, including career options, further education, and independent living skills.
Hamilton shared a story of a student who, although academically ready to graduate, lacked the functional skills necessary for independent living. By revisiting the student’s IEP and adding transition services, the school was able to support the student in developing these essential life skills, allowing them to defer their diploma until they were fully prepared for adulthood.
Conclusion: Knowledge is Power
The IEP process can be daunting, but Hamilton’s workshop reinforced that with the right knowledge, parents and educators can work together to provide the best possible support for children with disabilities. Understanding the legal framework, knowing the roles of all team members, and documenting every step of the process are critical strategies for ensuring a child’s educational success.
The stories and lessons shared on Day 3 of the Celebrate Kids Conference are a reminder that while navigating the IEP process may be complex, the results—when done correctly—can be life-changing for children and their families.
Taiwo AKINLAMI is the Curator-in-Chief of the S.A.F.E for Children® Information Bank, Ohio, a project of Power Parenting Company LLC (http://www.powerparentingcompany.com/)