The IEP process is one of the Foster parent'(s) most stressful and emotional experiences. Whether the child is severely challenged or slightly developmentally delayed, the process requires patience, knowledge, confidence and perseverence.
Four lessons helped me::
1. Never have your child sit through the meeting, bring someone that can play with your child. The last thing you need is the child, being discourage that all these adults are saying he is lacking skills .....
2. I know my child better than anyone else, I am with child more than they are...
3. No matter how many people are at the IEP, I am an equal partner with 50% of the power. It can be very intimidating to have seven or more professional educators and therapists at an IEP. REMEMBER, THEY have ONE share and I have ONE share.
4. Ask to take the IEP home to review before signing. The IEP Review Conference can last two to five hours. The mind is MUSH by then. Take the document home, put it on the shelf and read it the next day. Ask your child's therapist, pediatrician or other professional to review it objectively. You are especially looking for things that do not ring true in your heart and needs that have not been addressed.
The following checklist,,,, Before the IEP Conference
~ If possible, plan a convenient time when both parents can attend.
~ Take an advocate or friend, if you wish.
~ Make a list of your child's strength's and weaknesses.
~ Make a list of questions you would like answered.
~ Tell the school who will be attending the conference.
~ Ask for copies of tests prior to the conference to prepare your questions.
~ Request an agenda for the meeting.
~ Request that all caregivers', therapists' and teachers' names, credentials and experience be incorporated into the IEP.
~ If any professional therapists, doctors or psychologists are treating your child, provide copies of their reports to the Department of Education.
At the Meeting
~ Introduce yourself and your friends
Explaining Evaluation Results
~ After the test results are explained to you, ask for any clarifications. ~ If you feel tests are not adequate enough to develop a program you may request further testing. ~ Describe your child's skill level as you perceive it. ~ If you disagree with the evaluation findings and it cannot be resolved at the meeting, ask for in writing an independent evaluation by a professional outside of the DOE who has no DOE subcontracts. ~ Wait for an agreement on the evaluation before developing the IEP. Writing the goals and objectives of the IEP
~ State the skills you believe are most important for your child's program. ~ After the school suggests goals and objectives, ask for an explanation of any you question. Placement decisions and related services
~ State the placement (inclusion or concentrated program) that you believe is appropriate. ~ Be sure the necessary related services are included: speech, occupational therapy, physical therapy, counseling, transportation. ~ If there is disagreement with placement, do not sign any documents. Ask for guidelines for mediation and/or due process and call an advocate for assistance. ~ State how often, in what ways you want to communicate with the teacher. ~ If necessary, work out a gradual transition into school. ~ If willing, indicate desire to volunteer in the classroom. Individual Education Program(IEP)
Parent Preparation and Planning
Make sure they give you the booklet.... it is called
Parental Rights for Special Education (K-18)
Notice of Procedural Safeguards
I have been doing I.E.P.s for 18 years...
Both my daughters needed help in math and spelling .. and now I advocate for my foster children.
The IEP meeting should be conducted by the special education teacher. Individuals with Disabilities Education Act (IDEA) requires the following personnel attend the IEP meeting:
School Administrator or Designee
Special education teacher
School nurse
School psychologist
School counselor (if school has one)
Parent
Parent may bring an advocate
You will have more challenges with school officials with foster children... they try to over rule your decisions and ask to speak with the case worker rather than taking your advice.
For example:
I have had a foster son in the same school for K-3 grade, and all ways stood my ground on his abilities ~ disabilities. At everyone of the I.E.P. meeting the " Communication Specialist", insisted the child go in for special therapy. Well I assured her that he was seeing someone at Mental Health and that he was doing good in that area. This was brought up at each and every meeting, finally I had the child's Psychologist write her a note say that said child had no Issues at this time and he was ending his sessions with him.. And I agreed to let the child talk to the school counselor,
Well that did not go over good with this "Communication Specialist", she contacted the active case worker and recommended counseling for said child... After she did not get the response she wanted, she threw allegation up, she stated that she had interrogated the child and stated that I was not taking care of the child, that I was only feeding him Peanut Butter ~ Jelly sandwich and I did not give them Orange Juice in the morning...
Well after I heard that I call her boss and filled him in what was going on... in the long run nothing became of it. I still feel the vibes in every meeting and she still brings up counseling. But it is what "WE" the parents have to contend with, when we advocate for our children.. The sad thing is.. my child has started the 4th grade and by doing so has moved to another school. and the IEP meeting are just in a few days... so here I go again.
I've found that records which document eligibility for services may not follow your child to the new school. Once your child is enrolled in a specific elementary school, take time to check your child's file. It is totally appropriate to make this check. The reason I suggest you do this is because I experienced a problem when a new forth grade teacher questioned my son's eligibility. Much to my shock, all the documents such as a letter with the doctor's diagnosis, had not transitioned with him!
Don't assume that your child's records will either. Luckily I had kept a detailed file at home that contained copies of each document. I had learned this tip from SCF. It is still a mystery to me why the records do not follow the child.
Checking school records each year is a good practice, but especially important at each transition time. When are transitions times? Well, I believe that they are between EI/ECSE classes and kindergarten, elementary school to middle school, and middle school to high school.
Five Ways to Be a Better
Advocate for Your Special Needs Child
If your child has a disability then chances are your most heart felt desire is to be the best advocate you can for that child. All of us as parents want to feel that we have stood up for our child and prepared them for the world to the very best of our ability. In the case of a child with special needs,
this can be an especially daunting proposition. Here are 5 practical steps that you can take as a parent so that will move you closer to that goal.
Get educated
It's important to find out everything you can about your child's specific disability. Read everything you can get your hands on! Look specifically for local and national organization that provide resources as well as tips and educational methods that have been most successful for children with the disability in question. Often a wonderful resource for both support and knowledge is your state's
Parent Training and Information Center. If you aren't familiar with this type of organization you can find a directory of the PTI in all 50 states. Once your child is school age you will also need to educate yourself about the Special Education process and your child's rights under the Individuals
with Disabilities Education Act (IDEA). Your PTI will also be an excellent resources for this or if you prefer to learn on-line, check out the Special Education resources available.
Get connected
Connecting with other parents of special needs kids will be an invaluable source of emotional
support as well as expertise. No one else can offer you the same type of insights into your local school district as parents whose children have been there and worked with those teachers and principals. If you aren't comfortable with face to face support groups, then the internet can supply
the next best thing. On-line support groups are springing up all over the web. Take the time to find a group whose membership seems knowledgeable and whose tone puts you at ease. You want to be able to share your questions and concerns openly or the support group will do you little good. If you're not sure where to start, go to a base site such as Egroups.com and search for groups related to disabilities, parent advocates, or your specific diagnosis of interest (i.e. autism). The bottom line is -- it helps to have the support and encouragement of someone else who TRULY know what you are facing. If groups aren't your cup of tea, find at least one other parent who you can use for venting and brainstorming!
Get organized
Create your own advocacy notebook with separate sections for school records, medical records, professional evaluations, letters and notes from teachers/school staff, and one for information you've gathered specifically about your child's disability or special education laws/regulations in your state. It's also helpful to keep a copy of letters you send to the school or other professionals regarding your child along with an informal log to track information and commitments gathered on the phone. Take your notebook with you to meetings. You'll not only be better prepared, but you will almost undoubted be recognized as a more professional member of the team (which you as the parent, most
definitely are!).
Get specific
As your child's advocate, the most important skill you can have is the ability to make sound decisions. To make the best decisions you need to have before you the best options and the most accurate information. When you need more information, ask for what you need and keep asking until you get an answer. If you would like to see something different happening with your child's therapy or education, make your request in writing and share any suggestions you have or ideas you would like to see explored. You don't have to have all the answers, but you may be the one who has to ask questions to get an issue on the discussion table. Plus, if you've done your homework and already know about possible solutions -- no one can tell you that it can't be done!
Develop your communication skills
It will frequently be important to use your two greatest tools (assertiveness and persistence),
but don't fall into the destructive trap of using anger or aggression. These emotions will only damage relationships and distract people from where the main focus should be on your child. If you are uncomfortable dealing with a room full of professionals who "know all the answers", remember
that you are the only true expert on your child! If you want a full fledged tutorial to help you become an advocate extraordinaire, check out the one at Tourette Syndrome"Plus" This exceptional tutorial is written by a parent for parents. It takes you step by step through the process of obtaining special education services and ensuring that they are quality services when implemented. Always remember that you are the most important person in your child's life! Get help, get support, find resources, but never allow others to replace you as your child's greatest advocate and cheerleader!
SURROGATE PARENTS
Parent means:
biological or adoptive
legal guardian
person acting as a parent (i.e. grandmother, step-parent with whom the child lives, and persons legally responsible for a child's welfare)
a surrogate parent who has been appointed by a school district
foster parent
A PARENT is not the State if the child is a ward of the State.
By Federal Law a child is entitled to a surrogate parent when:
The parents are not known
The educational agency cannot, after reasonable efforts, locate the parents
The child is a ward of the state
SELECTING A SURROGATE PARENT
The school district may select a surrogate parent in any manner as long as it is permitted by and follows State law.
The school district must select a person that has no interests that conflict with the interest of the child being represented; and has knowledge and skills that ensure adequate representation of the child.
An assigned surrogate may not be an employee of:
the child's school district
the agency involved in the child's care (such as, the Department of Children & Family Services, group homes, or Foster Family Agency)
If a surrogate parent is needed, the school must first determine if there is a relative caretaker, foster parent or Court Appointed Special Advocate. If so, the school must appoint this person.
If the foster parent is the legal guardian, they are considered to be a "parent" for all special education purposes.
