Take a piece of paper and at the
top write the student’s name and the date of the IEP meeting. Then draw three columns and head them like
this, spacing out the numbers on the page:
---------------------------------------------------------------------------------------------------------------------
Name:_____________________________________ School:__________________ Date:___________
Student Needs: School's Response: Resolved?
1.
2.
3.
Persons attending:
------------------------------------------------------------------------------------------------------------------------------------------
1. Before the IEP meeting, under
“Student Needs” list the three most important issues or needs that are of
highest priority, like constant supervision at all times, a communication log,
FAS training for the teacher and her staff, an OT assessment for Sensory
Integration Disorder, etc.
2. During the meeting, with the paper
in front of you, when it is your turn to speak, say you have a few questions
too. Be sweet and pleasant. Ask about one need at a time. If your request is ignored, say "I'll
just take that as a ‘no,’ then, okay?" and write down “No.” This
will catch them off guard because you are not arguing, you are just asking and
taking notes. If they talk around the
issue and don’t exactly give you an answer, say “I’ll just take that as a ‘no’
since you didn’t say ‘yes,’ okay?” If
they actually say “no” to an item, then ask for their reasons, and write down
their exact words, check with them to make sure you get it down right.
3. Before you leave the meeting, read your notes to them and ask if they agree
with what you have written. IF they don't, ask very politely if they could send
you a letter about what it is they don't agree with and their justification or
documentation used to make that decision.
You can even ask them to initial the items on which they do agree.
Using this plan increasing your chances of getting what your child needs. In cases where there is no resolution, you
have good notes with which to write a letter to the school principal or special
ed director, with copies sent to all interested parties, including your
Protection and Advocacy agency, which is familiar with special ed law. If the school was not responsive, your notes
will show that you were not treated as an equal participant in the IEP process. Good luck!
Based on IEP Conflict Resolution Chart by http://www.kerrlaw.com and
Suggestions from http://at-advocacy.phillynews.com/data/iepchart.html
Another article with suggestions for resolving disagreements at the IEP meeting:
http://www.wrightslaw.com/advoc/guest/Kerr_Meetings_Progess.htm
Name:_____________________________________ School:__________________ Date:___________
Student Needs: School's Response: Resolved?
1. ______________________________ _______________________________ _________
Notes: _________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. ______________________________ _______________________________ _________
Notes:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. ______________________________ _______________________________ _________
Notes: _________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Attendees:
________________________________________ _____________________________________
________________________________________ _____________________________________
________________________________________ _____________________________________
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