My child’s teacher knows what’s in my child’s IEP.
Unfortunately, you can’t assume that your child’s teacher knows what’s in your child’s IEP. It’s important that parents make an effort to meet with the teacher and others working with or supporting your child’s learning or behavior needs at school, especially when:
there is a change in classroom teacher(s) at a semester break or a new teacher is hired,
a new school year begins, or
anytime you think your child’s instructional supports, services, and/or accommodations are off track.
If it’s in the IEP, the school will make it happen.
Because an IEP is a legal contract, the school technically is required to provide the services and supports outlined in an IEP. Unfortunately, there‘s always a chance that something will get overlooked or forgotten, thus affecting your child’s progress. Monitor your child’s schoolwork, performance on tests, and attitude toward school. Ask your child if the teachers are meeting with him or her on the agreed-upon days and if he or she is being provided with the services (such as speech/language therapy or reading help) and accommodations (such as use of a computer or extra time on tests) outlined in the IEP. If need be, certain teachers may be willing to build email communication into their routine with you or your child, so that you can stay in touch.
Every child who struggles has an IEP.
Some children may struggle in school with reading, writing, and/or math and never be formally diagnosed as having a disability or qualify under special education law for an IEP. Also, some children with diagnosed disabilities may not qualify for an IEP and may be eligible for a 504 Plan.
The IEP ends at the conclusion of high school or, if the child is going to continue to receive special education services or supports, when a student turns 22 (in most states). IDEA services do not extend into a two- or four-year college or the workplace. LD.org offers a checklist for parents to better understand how to plan for the transition out of high school.
A child with a learning disability must have an IEP to successfully finish school.
Because federal law allows states and school districts to have flexibility in how they find students eligible for special education and how they choose to serve those students, advocates for students with LD will tell you that your child’s IEP is only as good as the team implementing it. While there are schools doing a wonderful job in serving all students, including those with IEPs, there are also schools that struggle with this. Therefore, the IEP isn’t always the answer to success.
For more on IEPs, check out our “What Is an IEP?” video featuring NCLD Public Policy Director Laura Kaloi.
Each public school child who receives special education and related services must have an Individualized Education Program (IEP). Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school admini... More >
“Free appropriate public education” — Never have four words had such power to determine a child’s chance for a meaningful education. “FAPE” is the core purpose of our federal special education law, the Individuals with Disabilities Education Act 2004 (IDEA 2004). The inte... More >
Here are some suggestions to help you feel more at ease and able to participate as a full member of the team that plans your child's special education program.
Before the meeting
Build a positive relationship with at least one person on the IEP team, such as classroom teach... More >
Some of the statements made to parents at IEP meetings are “conversation stoppers” — comments that create barriers and can prevent the IEP team from working cooperatively to develop effective special education services and supports for students with disabilities. Here are nine ... More >
I know few parents who look forward to attending their child’s Individualized Education Program (IEP) team meeting. IEPs are difficult to read. Comprehending the IEP jargon and legalese can be daunting. Many parents are so intimidated by the document and the process surrounding its... More >
My child is struggling 
Now that my child has 
