IEP Meeting Conversation Stoppers - Page 3

Stopper #7: “Our district doesn’t put technology into the IEP.”

What are the issues?

This statement is incorrect. IDEA provides for technology services as part of students’ special education programs. What this kind of statement may communicate is that the IEP team members are not certain what type of technology is available, how to get it, or how to use it. For students with significant learning, communication, sensory, cognitive, or physical disabilities, the use of technology to assist teaching and learning can make the difference between accessing genuine opportunities for literacy and higher-level academics and a school day that is limited to low level functional, redundant activities.

Possible responses are:

“I am sorry, but Marc needs to have word prediction software to improve his written language skills. My concern is that if we do not write this into the IEP he will not get it. If you would like information on where you can find this type of software for Marc, I have it at home and can send it in or call you with the information.”

“We did a trial run using the computer at his former school last year and Marc’s writing skills improved significantly when using this software. If we don’t write this into the IEP, then my concern is that Marc will not be provided with the supports he needs to learn the skill Learning how to use software that can help him improve his writing skills is essential to achieving the goal.”

Stopper #8: “We just don’t have the money for technology.”

What is the issue?

It’s true that school districts are often struggling with budget concerns. However, making sure that the public schools get the money they need is a shared responsibility for the entire community. This is your child’s IEP meeting and you have a right to focus the meeting on developing an effective special education program that will meet your child’s needs. Services must not be based on available resources but on the needs of the student.

Possible responses are:

“I appreciate the fact that providing Lee with a computer and software could be expensive. However, learning to use these devices and gaining access to curriculum using software is critical to Lee’s learning and to his future. We will work with you to identify possible sources of assistance, but our responsibility is to make sure that Lee’s IEP accurately reflects what he needs. We can’t end the conversation because of money.”

“There are many sources of possible funding for both hardware and software. But this meeting is not about money. This meeting is about Lee’s ability to benefit from school and about preparing him for the future.”

Stopper #9: “We can’t give your child special education services if you don’t sign this IEP.”

What is the issue?

IDEA is very clear about when parents have to give written consent (or permission) for special education services. You must give written permission for your child to be evaluated to determine if your child is eligible for special education. You also must give written permission for your child to receive special education services in the first or “initial” IEP team meeting.

However, your signature on IEP documents after that “initial” IEP signifies that you participated in developing the IEP. (If you and the team disagree about some part of the IEP, it’s best to either schedule another meeting to continue to discuss the issues and concerns or simply sign your name and add a sentence stating that you participated in the IEP meeting. Provide the school with a written report stating your objections to the proposed IEP and ask that it be attached to the proposed IEP.)

Possible responses are:

“I am not ready to accept the entire IEP as written. I will sign that I participated in this meeting, but we will need to meet again to see if we can come up with a program that meets my child’s needs.”

“Actually, it is not necessary for me to sign the IEP document. If the school district has a policy about parents signing their child’s IEP or losing services, I would like to see a copy of that policy.”

Additional ResourcesQuestions and Answers on Individualized Education Programs (IEPs)

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This information has been adapted from the IEP Pop-Up tool developed by the Center on Low Incidence Disabilities, Families for Hands & Voices and TASH.

From NCLD's IDEA Parent Guide, Chapter 7: Individualized Education Programs (IEPs): Developing Your Child's Education Plan.

Candace Cortiella is Director of The Advocacy Institute, a nonprofit focused on improving the lives of people with disabilities through public policy and other initiatives. The mother of a young adult with learning disabilities, she lives in the Washington, D.C., area