In Part 1 of 2, we discussed five ways to minimize feelings of intimidation. We recommend that you take all or some of these steps well before the IEP meeting: Read more...
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Study the Individuals with Disabilities Education Improvement Act of 2004 (IDEA-2004), especially the sections that explain the requirements for IEPs and IEP meetings.
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Send the IEP Team any new information you have that identifies your child’s needs.
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Examine your child’s school records.
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Meet with a private expert to review all reports about your child and a copy of his school records.
Confidence, Dyslexia, dyslexic, dyslexics, frustration, frustration level, IEP, IEP meeting, IEP meetings, IEPs, Individualized Education Program, Individualized Education Programs, Intimidation, Learning Disabilities, learning disability, Parenting, Reading Disabilities, reading disability, reading levels, Reading Materials, reading problem, reading problems, strengthening resiliency, struggling reader, Struggling Readers
Part 1 of 2
Even if the members of your child’s Individualized Education Program (IEP) Team are extraordinarily kind, caring, and courteous, you might find them intimidating. After all, they know the rules, the language, and the system far better than you. This is their umpteenth IEP meeting, only your second. And even if they simplify their language, you may still find it mysterious, complex, and fast-paced. What’s a WISC-IV and a Woodcock-Johnson? What do they look like? How does memory for digits relate to word identification? What’s the difference between a norm-referenced test and an informal reading inventory? Why is this even important? Read more...
Confidence, Dyslexia, dyslexic, dyslexics, frustration, frustration level, IEP, IEP meeting, IEP meetings, IEPs, Individualized Education Program, Individualized Education Programs, Intimidation, Learning Disabilities, learning disability, Parenting, Reading Disabilities, reading disability, reading levels, Reading Materials, reading problem, reading problems, strengthening resiliency, struggling reader, Struggling Readers
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
If your child is eligible for special education, perhaps. One key to getting help is to show the school that his social and emotional problems are impeding his learning or that of his peers. Another is to show that they’re blocking him from achieving a primary goal of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA): “To ensure that all children with disabilities have [an] education that [meets] … their unique needs and prepare[s] them for further education, employment, and independent living” (34 CFR § 300.1). A third is to show that involvement in a social and emotional learning (SEL) program is critical for him to achieve his academic goals. Read more...
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Perhaps.
If your child is eligible for special education, he may be entitled to virtually any nonmedical service he needs to benefit from special education. To get him services, you need to first learn what he needs and then request it. Here’s a reasonable strategy to increase the odds of getting him what he needs. Read more...
- First, get written reports from well-credentialed, private specialists. Make sure you fully understand the reports and they tell the school what services your child needs, why he needs them, and why they’re essential for him to benefit from special education. Share these reports with your child’s Individualized Education Program (IEP) Team.
Dyslexia, dyslexic, dyslexics, goals, IEP, IEPs, Individualized Education Program, Individuals with Disabilities Education Act, Individuals with Disabilities Education Improvement Act of 2004, intervention, Learning Disabilities, learning disability, objectives, Reading Disabilities, reading disability, reading intervention, related services, services, Special Education, struggling reader, Struggling Readers
