Please answer the following question. Please do not mix the questions. They are separate.
1. In considering the IEP development of a student with ASD, what members of the team should have input in the creation of the IEP? Why?
Respond to student discussion:
(EL)All members of the team should have input in the creation and development of the IEP, including parents and when appropriate, the student. According to the IDEA, IEP team for a child with a disability includes parents, general education teacher, special education teacher, representative of the public agency, individuals who can interpret the instructional implications of evaluation results, other individuals who have knowledge or special expertise regarding the child, related services personnel, and the child (IDEA, n.d.) Each of these members have a significant role in contributing to the development of the IEP. For example, in addition to parents, gen. ed./sp. ed. teachers, and administrators, IEP team for a student with ASD in my class also includes a BCBA, PT, OT, SLP, and APE specialist. These service providers give a better overall assessment of the student’s progress and present levels of performance. Different members contribute to different areas of the IEP process and each should have input in recommending placement, goals, services, and more.
2. How can special educators ensure that parents have input in IEP development? What can educators do if parents refuse to attend an IEP meeting? What are the ethical considerations involved in IEP development and parental involvement?
Response to student discussion:
(Audrey) How can special educators ensure that parents have input in IEP development?
I do not think that special educators can ensure that parents have input in the IEP development; however, they can ensure that they have the option to give their input. This can be achieved through effective communication. If the parents have internet, teachers could send a survey form through google; the same thing could be done through a questionnaire sent home, as well. I also communicate with my parents about issues and successes – I think that they should know what’s going on in their educational endeavors; the communication shouldn’t be cut off in elementary school – high school parents care, too (sometimes).
What can educators do if parents refuse to attend an IEP meeting?
In my district, if there has been (at least) three contact attempts, then the parent’s signature is not required for the locking of the IEP. The caveat, however, is that the contact attempts must be different and one of them has to be in the form of a letter sent home.
What are the ethical considerations involved in IEP development and parental involvement?
National Association of Special Education Teachers. (2007, June 11). National Association of Special Education Teachers: Code of Ethics. Retrieved from https://www.naset.org/index.php?id=2444
Read “Individualized Education Plan (IEP)” on the Autism Society.
http://www.autism-society.org/individualized-education-plan-iep/
Explor the Autism Society website.
http://www.autism-society.org/