An Individualized Education Plan (IEP) is a crucial tool for teachers and school administrators to work with parents to ensure children with disabilities can succeed in a regular school setting. Parents are an equal member of the IEP team, and they should request an IEP evaluation in writing. They should work with personnel from their child’s special education department to understand their role in the special education process.
IEP meetings are essential for developing and adjusting educational strategies based on the unique needs of the child. They involve parents, special education teachers, district representatives, and the child themselves. To stay on top of their child’s IEP, parents should check in with the teacher, ensure that their activities and IEP goals are effective, and ensure that the IEP documents your child’s current performance, learning goals, and the supports and services needed to help them be successful and make progress toward their goals.
To secure an IEP for students with disabilities, parents should learn about the IEP creation process, the roles of parents and educators, and legal rights under the IEP. They can also bring a support person to IEP meetings if they want, such as a Navigator or another parent advocate.
To stay on top of their child’s IEP and ensure they receive the needed support, parents should stay involved and aware, be prepared to speak up, create an IEP binder, deal with IEP disputes, prepare to transition out of an IEP, and learn to be a strong advocate for their child.
Providing a meeting template or a process overview to parents is an effective way to support them through the IEP process. Parents should research their child’s areas of need, prepare or edit their Vision/Parent Input Statement, and look at the child’s goals logically into normal daily activities.
In summary, the IEP process can be stressful and overwhelming for parents of children with disabilities. By staying involved, being prepared, and providing a supportive environment, parents can ensure their child receives the necessary support and resources to thrive in school.
| Article | Description | Site |
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| Developing Your Child’s IEP | … parents find it helpful to have a support person at the IEP meeting. This may be another parent, a friend, an advocate, or a consultant. Others could … | parentcenterhub.org |
| 5 reasons parents play a key role in the IEP process | You have the right to participate in all of your child’s IEP meetings. · IEP teams change from year to year, but you are a constant in your child’s life. · Your … | understood.org |
| What role can parents play in decisions about special … | They can come to every meeting regarding their recommended IEP, help the students practice skills, turn in their assignments, read what the … | quora.com |
📹 4 IEP Secrets Withheld From Parents Special Education Decoded
In today’s episode, we focus on the top IEP secrets the school system seems to hold back from parents intentionally… For those …
Are Parents A Part Of The IEP Team?
Parents are recognized as vital and equal members of their child's Individualized Education Program (IEP) team, as mandated by law. They possess unique insights and understanding of their child's strengths, needs, and goals, which are essential for accurately assessing their child’s skills and developing appropriate IEP goals. The Individuals with Disabilities Education Act (IDEA) emphasizes that parents have an active role in the IEP process, highlighting the significance of their participation during meetings.
By law, parents have the right to be involved in all aspects of the IEP meeting, ensuring they are not just passive participants but integral contributors. The IEP team typically comprises parents, the child’s regular education teacher, the special education teacher, and other related professionals, with each member playing a critical role.
Since the passage of Public Law 94-142 in 1975, it has been acknowledged that parents bring an enduring passion for their child's education, making them essential advocates within the team. While school personnel oversee multiple students, parents uniquely represent their child’s individual needs, ensuring those needs are prioritized in educational planning.
Although some misconceptions exist about parental roles in the IEP team, it is clear that parental involvement is not optional but a legal requirement, affirming their critical position in advocating for their child’s educational interests and services. Their knowledge and participation are crucial for the development and implementation of an effective IEP.
What Role Do Parents Play In An IEP?
Parents and guardians are integral to the IEP (Individualized Education Program) process, as they have the right to actively participate, ask questions, and advocate for their child’s educational needs during meetings. Their involvement is emphasized by their mandatory presence at all IEP meetings, highlighting their primary role within the IEP team. The IEP team is a collaborative effort including teachers, school administrators, related services personnel, and at times, the students themselves, all working towards enhancing educational outcomes.
IDEA (Individuals with Disabilities Education Act) outlines the critical contribution of parents, who should engage in discussions about their child's needs and help in developing appropriate goals and services. They bring valuable insights regarding their family’s culture and expectations, which are crucial for tailoring the IEP to meet the student’s unique requirements.
Parents are joint advocates alongside school staff and should strive to stay informed and curious about the process. They should also invite others with expertise about the student for additional support. Regular collaboration, at least once a year, allows for the necessary updates to the IEP, ensuring that each student receives the tailored educational approach they require for success. Overall, the active participation and advocacy of parents are essential in shaping their child’s educational journey.
What Is A Common Error Made During IEP Meetings?
One of the most prevalent mistakes during IEP meetings is insufficient documentation, which can cause misunderstandings and impede collaboration among team members. It is crucial to document all relevant information accurately to avoid these issues. Frequent errors made by parents include failing to advocate for their input, considering professionals as the sole experts, attending meetings unprepared, and not making formal requests in writing. Common procedural mistakes can inhibit parental involvement and compromise students’ Free Appropriate Public Education (FAPE).
IEP meetings often feature a "revolving door" of teachers who come and go, which can disrupt continuity in discussion. Parents should be aware of the importance of attending fully prepared, understanding that their perspectives are equally important, and ensuring all required team members participate. Outdated or incomplete evaluations can also lead to ineffective IEPs. It's essential to balance specificity in discussions; being too detailed or too vague can diminish the meeting's effectiveness.
With proper preparation and adherence to legal requirements, including meaningful parental participation, IEP meetings can become productive and focused on the student's needs. Recognizing and avoiding these common mistakes can lead to a more efficient IEP process beneficial to all involved.
How To Improve A Child'S IEP?
To ensure your child's Individualized Education Program (IEP) is effectively meeting their needs, follow these strategies. Start by regularly checking in with your child's teacher and the special education team to confirm that the IEP is being honored; if not, request a special team meeting. Familiarize yourself with your child's special educators and their schedules. IEPs are essential for quality education for children with disabilities, and it is crucial to recognize the eight key components outlined by the IDEA statute.
To enhance parental participation in the IEP process, consider personalizing communication and actively engaging in meetings. Stay informed about IEP timelines and ensure that your child's goals address specific learning needs. Communicate with your child about their required accommodations, and gather information before meetings to effectively advocate for their needs. Prepare your thoughts and questions in advance, create an IEP binder, and maintain progress reports to track improvement.
Ultimately, collaboration with the school team and an ongoing focus on your child's individual necessities are vital for a successful IEP experience, allowing you to support your child’s educational journey effectively.
What Are The IEP Goals For Parents?
IEP (Individualized Education Program) goals are essential for helping children with disabilities access the general education curriculum and are aligned with Common Core State Standards for their grade level. Effective IEP goals encompass a time frame, conditions, skills, supports, evaluation criteria, and measurement methods. The IEP outlines the child’s current performance, learning objectives, and necessary supports to facilitate success and progress.
The Individuals with Disabilities Education Act (IDEA) sets forth requirements to ensure quality education for children with disabilities. Input from parents, teachers, school staff, and sometimes the student is crucial in creating an effective IEP. While IEP goals are vital, they are just one component of the plan, which must include measurable objectives to allow for effective progress monitoring. Parents play a key role as equal members of the IEP team, contributing to annual goals and supporting the development of appropriate special education services.
To successfully craft effective IEP goals, it’s important for parents to understand their child’s current performance levels, ensure goals are specific, and follow SMART criteria—Specific, Measurable, Attainable, Relevant, and Time-bound. IEP goals serve as a roadmap for educational progress, addressing the unique needs of each child and facilitating appropriate interventions, accommodations, and services.
What Should You Not Say At An IEP?
In IEP meetings, it’s crucial for all team members to foster an environment of respect and collaboration. Statements like "I hardly know your child" can exclude vital participants or imply inadequacy in understanding the child's needs. Some inappropriate remarks include discussing disabilities in public, overlooking educational rights, expressing budgetary limitations, or emphasizing student incapabilities instead of strengths. Certain phrases, such as "We only have an hour, so let’s get started!" dismiss the unpredictable duration of discussions essential for the child's benefit.
A productive IEP team must strive for effective communication, avoiding comments that may undermine the process. Parents have a pivotal role in shaping their child's IEP, and understanding what to refrain from saying is equally important. Examples of negative statements include "We’ve never done that before," "That’s not possible due to budget constraints," and "Your child will never…" Such expressions can create barriers and misunderstandings.
It's also vital to acknowledge when uncertainty exists; responding with "I’m not sure" is acceptable while also signifying a willingness to collaborate with your child’s teacher or evaluator. Ultimately, the focus should be on constructive dialogue benefiting the child, ensuring that all voices are heard and respected in the decision-making process about their educational journey. Following these guidelines can lead to a more effective and respectful IEP meeting experience.
What Should Parents Say In An IEP Meeting?
Starting IEP meetings with positive statements about the child sets an encouraging tone. Teachers should emphasize the joy of teaching the child, their hard work, and their positive traits such as a great smile and helpful nature. Parents should prepare by knowing important questions to ask during these meetings. A recommended approach is to compile a list of essential questions covering educational goals and the effectiveness of current programs.
Parents must be informed about the meeting details, including attendees and their right to invite others. Understanding one's role and rights in the IEP process is crucial, as participation allows parents to provide valuable input on their child’s support and progress. Parents are encouraged to overcome any apprehension by preparing a vision statement of their child's strengths and challenges, and to be equipped with helpful materials such as a running record and a list of high-interest activities.
It’s important to simplify language, introduce participants, and ensure all critical aspects like data and needs are addressed. The IEP document is legally binding, so clarity and preparation are key to advocating effectively for the child.
What Are The 3 Most Important Parts Of An IEP?
An Individualized Education Program (IEP) comprises three essential parts: the current level of performance, specific and measurable goals, and service delivery, which must work cohesively together. Knowing the starting point (current performance), where the child needs to go (measurable goals), and the services needed to get there is crucial for a rewarding educational journey. Every IEP begins with an evaluation of the student’s capabilities in the relevant skill areas—this evaluation establishes the current educational status.
Effective IEP development and implementation require collaborative teamwork. The primary purpose of an IEP is to set annual targets for the child's learning and skill mastery. Parents of children with learning differences play a critical role in this process, ensuring that the plan is tailored to their child's needs. The IEP addresses participation in various aspects of school life, including nonacademic activities. It includes progress reports on previous goals to track improvement.
IEPs are mandated in the U. S. for students with disabilities, ensuring personalized educational plans. Parent involvement is a vital principle of special education, allowing parents to advocate for their child's educational rights. The IEP includes various components such as annual goals, accommodations, progress tracking, and services, all aimed at enhancing the child’s learning and development in the school environment. Understanding these components is essential for navigating the IEP process effectively.
How Do You Handle Difficult Parents In An IEP Meeting?
Handling parents with unreasonable IEP expectations involves several strategic steps. First, acknowledge the parent's concerns, recognizing their possible validity. Following this, ask clarifying questions to gain a deeper understanding of their perspective. It is crucial to explain your position with empathy while maintaining a professional demeanor. If their requests are unattainable, propose a compromise to find common ground. If discussions become unproductive, consider tabling the conversation for another time. Document all interactions meticulously, especially decisions made during meetings.
IEP meetings can evoke anxiety due to terminology surrounding potential diagnoses. When disagreements arise, all participants can address unacceptable behavior, and parents have the right to express their objections. Teachers can support parents by preparing for discussions, remaining calm, and focusing on the child's strengths before addressing concerns. Effective communication techniques, including listening actively and validating feelings, can help parents feel more at ease. Ultimately, a collaborative approach, highlighting strengths while being mindful of requests, is essential for productive IEP meetings.
What Are Some Things A Parent Should Not Do At An IEP Meeting?
Discussing the specifics of a student's IEP or their individual needs during an IEP meeting is strictly prohibited due to the legal and confidential nature of these documents. Parents and team members should refrain from discussing another student’s information, even if prompted by family members. During IEP meetings, it’s vital for parents to engage constructively and avoid dominating the discussion. Instead of focusing solely on weaknesses, parents should inquire about their child's strengths and passions, as these aspects contribute significantly to their success.
Essential questions to pose include the rationale behind chosen approaches, the specific needs they address, and who will deliver the services. Preparation is crucial; parents should request all relevant reports beforehand. Awareness of rights is also important, ensuring all voices are heard and preventing any pressure to rush or agree to terms prematurely. Common pitfalls to avoid include using terms like "we only have an hour" and dismissing parental insights.
Maintaining a respectful dialogue, staying on topic, and not signing anything without clear understanding are key strategies. Parents should also be wary of red flags, such as time limits imposed on discussions or suggestive phrasing that indicates decisions were made prior to the meeting. By approaching the IEP process confidently, parents can effectively advocate for their child's needs.
📹 IEP Rights: Your Ultimate Guide as a Parent
As a parent, it can be difficult to stay informed about your child’s rights in school. With IEP rights, navigating the education system …
Check this out: Some students in the IEP are gifted and if you don’t ask the school or do an evaluation of IQ the school will not consider your child as gifted and only mention their disability. Some of these kids have fallen behind because they are not challenged enough and fall down the cracks in education, all this time the parents never knew their kids were gifted because they think IEP is only for kids with learning disabilities.
Being a special educator for the past 23 years, this suprised me. I am so thankful when parents (and students) come into an IEP with an interest in asking questions and connecting with the team as they are the MOST important member of the team. Time is always against us, but if for some reason we run out of time, I reschedule for a continuation meeting until the parents and student feels as though they are clear and comfortable with the propsed plan. My suggestion to all parents is to stay connected, communicating regularly with the team members giving services to your child. You’ve got this!
I had to act like a lawyer since my child was being bullied by 2 staff members & 2 students. She’s to have no contact. This was put into her IEP. She started school & 1 one the student bullies is in 4 of her classes. We are having another meeting. The evil is learning that this mother educated herself. They broke 4 federal laws & 1 state 1. They are trying to sweep this under the rug. They tried to bully me, limit my IEP meeting. Limit my days freedom of speech &they don’t like that I told them that they don’t trump her Constitutional Rights or my parental rights. They told me to back off from my kids education. I make contact in evaluating form so it’s writing, which the school doesn’t like. They want phone call because there’s no record of it that I can take to court. I also tell them that in IEP meetings I am recording so that I can have my husband can hear the meeting as well as my child since they can come. It’s amazing how much the schools aren’t for your kids yet they want the money your kids IEP brings in.
For me, the most important thing I need going into an IEP meeting is a copy of the proposed IEP at least 2 days prior to the meeting. Keep meticulous records. You will mess up and make mistakes. I have allowed some wording to go into IEPs that allowed the school to wiggle out of providing necessary services. That is okay. Call a meeting to discuss the problem and get that wording changed. Do not allow the school to continuously put that off.
My child is behind but not disabled and they want him to have an iep. I keep refusing to do it. I’m worried if I am making the right decision because I do want him to have extra help to get him caught up but at what price? He says he hates being in that special class. He ends up fighting with other kids and hating school. When I pulled him out he does excellent in regular class but they keep saying hes more behind then other kids. I refuse to let them throw him around. He keeps trying his best and that should be enough.
My Daughter has gone through this EXACT SAME THING! PLUS on TOP of that being BULLIED the entire time!! And I would even go to the school and speak with counselor and Principal and Teachers every year!!!! When in 8th Grade she was on a 504 finally, I sat with the Principal more then once and asked if we could do more for my Daughter, Answer being NO, I went to Administrative office and sat with the Superintendent and Attendant Principal and they helped get he what she needed. The IEP that was implemented was terrible I heard nothing but “We dont do that, we cant do that” from the team, and mainly Principal. This year, I took an Advocate that did nothing and I do mean Nothing, but I have been doing nothing but looking up IEP info for months. I PUSHED, ASKED, and said NO to alot, Until this IEP is for my child!!!!!
I want to get my child out of this iep he started just for speech and now 2 years later he speaks great but there’s always something they need to work on to keep my child in the program. I don’t want my child to fall behind and ultimately need the iep for more than just the speech my child started with.
My daughter has been experiencing problems from day 1 of entering kindergarten. She had to repeat kindergarten due to the academic system that she is unable to understand. Her 1st grade teacher was unaware of her repeating kindergarten and I was told to request to have her tested. When I did exactly what she told me the school’s principal l, her teachers, and even the psychologist argued that my daughter does not need extra help with her classes. My daughter consistently keeps getting suspended and since the IEP has been established she is unable to get services if she is away from school. I spoke with an advocate that was referred by her juvenile counselor and she told me to have it in writing what mental health she suffers from because without that in writing the school will lie and act like she is receiving services and whole time they’re telling me a lie to hush me up. So I will have my daughter evaluated by a mental health expert and she exactly where she stands medical wise.
I like your style. I failed and dropped out because I failed Spanish class and never received special education in that class. Then in afterwards in GED school they told me I couldn’t use my IEP paperwork. Which stated I could use a calculator and it is all I have learned math with since elementary. I’m still very heart broken 10 years later that I’ve never been able to experience prom. but more hurt about not being able to go to college.
Here’s another secret they won’t tell you and it is shocking. It would of saved many tears and heartache if we had known from the beginning. We found out about it through a pro bono lawyer who understood the IDEA law for special needs kids(autism). When your IEP is being written up ask them to add a BiP(behavior intervention plan). This will protect your child from being suspended for their special needs outbursts. The school has to go through certain steps with the special needs child before they can just suspend them. And once you have it in the IEP make sure it’s still there everytime they revise it.the schools don’t mention the BIP because it costs them time and resources but it’s the LAW and it’s your right
My favorite thing they try to do is pretend they know what’s best my child better than myself. Mine is currently in cyber school through the state with an IEP in general classes; due to how these IEP “team members” act towards us, it’s gonna be me teaching him with our own homeschool curriculum because he is that advanced and able to do the schoolwork. They’re just mad we are refusing to put him in full time autistic support when he doesn’t need it — he may be somewhat verbal (he communicates via communication device), but he is more than capable of doing the schoolwork. I was robbed an education for an IEP that wasn’t needed (thanks to my narcissistic mother, I also because she is Munchausen By Proxy) and I refuse to allow that to happen with my child! My husband and I do not tolerate such behavior from the IEP “team members” (quotes for a reason).
You have to understand some of the parents is come a is putting it through the disability as well as the child and a lot of the parents doesn’t understand a lot of things that you guys are trying to put through through the special Ed program you need to have some people there to explain to the parent what the child will be going through I should know I used to be a child going through the special ed back in the 1960s to 1980 and graduated but a lot of people don’t have that support as they grow up thank you
My son is in fourth grade most of the time in the general classroom and 30 minutes in the special class. The general class teacher doesn’t let him do all the work and she tells him that he goes to the special class . She broke my son and I am fighting with the school but no one cares. What do you think I should do.
my child goes to the meeting with me all the time!! but I still feel like the plan we had for the past 3 years is disappointing! I don’t want my child to not be able to get a diploma! It’s the weirdest thing i questioned on the IEP ! I always disagree with that statement! But I also question my child and myself… is she ever going to be verbal… !? is she ever going to use the restroom on her own ? Can she really graduate from High school with her diploma!!!? it’s discouraging at times but thanks for the advice!
I have so many questions! The school filabustered by going over things until no time left. They said they had no funding for getting her a tutor. They really had nothing extra to support kids. They also kept interrupting me, and so i said i am leaving, and then they wrote I had to be escorted out in the records and sent it to the hospital she went to as if I was a problem. I was trying to find where and what they said, and did a FOIA request, but they sent the wrong time frame records. They were evil. Want more kids in special ed i think for funding. I knew my rights but it didn’t help.
My grandchild does good in school accedemically. She just does not talk in school. She talks up a storm at home and at my house. They want a 504 done which the parents have agreed too. Do you have any specific questions or plans for her ? I think speech therapy may help. They tried that a few years ago but she wouldn’t talk then either. I’m not sure if she is afraid people would not understand what she said or if she’s just that shy. She is not like this at home or when she is with people she knows.
I just subscribed to your website. Then I watched this article. This attitude and misinformation about how the people on an IEP team, because they happen to be professionals, are out to trick parents is disingenuous. If your wife is in special education you should remember that you’re speaking about her intentions as well. I am a school psychologist. My program constantly reiterated that we are required to write reports in a way that parents can understand. We go out of our way to rephrase while trying to strike a balance between what parents can understand (with the various education levels and language barriers we encounter) and a legally defensible report. In every IEP meeting that I have ever been in special education teachers and school psychologists go out of their way to explain the reports. A parent’s intimidation about the meeting is not the fault of the team members who are sitting there trying to answer questions. Moreover the idea of bringing a picture to the IEP meeting is fine however at a certain age especially, a middle school and up, students are brought into the meeting and are invited to offer their input. In my mind that outweighs a picture. Moreover, most school systems have databases that include the child’s pictures. The special education teacher, the general education teacher and school psychologist have spent a significant amount of time with the student in question. We are all in this field in order to advocate for the best outcomes of the students. You mentioned appropriately that we often work with a restrictive amount of resources.
I’m unable to attend the Zoom meeting for my 11th graders ARD. As always, they provide the date and time. Throughout the years, I’ve had to request a different date so I can attend. Never a problem. They won’t reschedule it and want to proceed without me. They can’t do that without my consent, can they? I’m not even requesting a day that’s past the due date from last year’s ARD.
My child started virtual/online speech therapy last Thursday, Sept. 31 and the therapist cut the time short to 10 minutes. While my child’s IEP said 15 minutes ones a week. This was the first session this school year. Is there any excuse for cutting the therapy short and not following the IEP? I called and mentioned this to the VP right about the same time when the therapist concluded the session, and the vice principal said sometimes in speech therapy the students are told to work independently. I don’t know what to think. It just didn’t sound right to me. I was at my child’s side without having show my face in the computer’s camera when the therapist dismissed the session, and when I looked at my clock it only took 10 minutes.
What if the school refuses an IEP. Like refuses all 8 times I’ve asked? My son has severe anxiety which affects his communication with teachers. He also has a medical issue where he is physically sick every day. I have asked and ASKED and then asked why are you refusing an IEP for my son. The last answer I got” an IEP is ONLY for students who can not understand the work and have mental illness. What do I do now?
I like this article and it seems to be really good advice from someone genuinely interested in improving the special ed/IEP programs. That being said, I don’t understand the advice with “bringing the picture of your child to the IEP meetings.” Has anyone tried this? I’d like to understand more about this specific advice because I simply don’t understand it.
I’m getting my son tested tomorrow for covid-19 because of school department says they’re following the covid-19 protocol so I will be following my own protocol and get him tested a very upset concerning parent that’s dealing with the school department and which I don’t feel we have any help with Holyoke school department
Some laws need to be reformed be changed because they give privilege to religious people, note many of those religious private schools end up discriminating against disabled people based on IEP, and many of those religious special needs schools don’t even keep them in k12, so can literally so they’re not even following the appropriate structured system to make sure that the student to make it to college. Not to mention some of these religious special ed schools make it next to impossible to pass Adult Ed, because neither the religious private school nor the adult ed program is following the K through 12 system, and most of these students should have made it into K-12 public school. And now require being placed back in that same sort of K-12 system as an adult because they taken out of it as a child, and this is because Adult Ed doesn’t provide 12-month semester classes that are for single grades, which is what they need.
My child he is in a six grade. In specially education resources where they come and help them twice a day that’s it. This is the problem he has a second grade reading level and is strangling and classes. He has a high IQ when it comes to working on the computer. So The school board says his IQ is too high to be put in full-Time special education. What can I do to convince them that he does need to be in the full-time special education. I’ve been strangling with this fight for years. Please help
So my seventh grader is academically wise like a fourth grader, and exactly what this man said happened happened to me in the IUP. I couldn’t understand me myself I probably was a special-needs child myself because I was taught at home and I had a lot of problems. Learn disabilities as a child myself but it’s true. They say that for me not to take notes that they have somebody taking notes they had told me one of the psychologist told me not to tell them about my daughters autism because then she’s going to be labeled, and that is the worst advice I ever took, and I regret it so bad, because I had no idea That I could’ve got help earlier and sooner for my daughters education here she is scared to death telling me that the statistics say that she’s probably gonna end up being a crackhead and she’s had the worst experiences for teachers. One of her teachers took her desk away and made her pick up garbage just so she could get drinking water During the heat wave is ridiculous. These teachers and they are using their corporal punishment in the classroom. I believe everything that My Daughter tells me was going on at school, and I had brought it up to the school district myself. The teachers that they are putting they’re just not educated nor do they care. It’s true at IUP meetings I’ve had the Special Education department Lady tell me that she had to go somewhere else it’s like I was pushed under the rug. My my case was like nothing nobody cared and so here my babies going through the loops through the holes of she’s going to become an adult soon and she doesn’t have the appropriate skills life skills.
The school system didn’t help me with my sad, sad life. They kept putting me through experiments in math and other subjects, made me do so much work that I couldn’t remember it or progress, as I needed the basics before I could move on. I was tested over classroom material that I didn’t know because I’d been in special ed during that subject. They tried to hold me back twice, but my piece of shit sperm donor wouldn’t them. It’s all about him and control, to make himself feel better. I will also say that many kids in special ed are abuse victims or in poverty and don’t have basic needs met. Who knows why they are slow? Let’s find a way to make every day horrible and make them never succeed. When you grow up, you can be Corey Johnson and get rid of the lady who didn’t pay for the crack. Jeris Johnson just mad he isn’t as good as Corey. I had friends. Not normal ones mostly. I wasn’t very popular for some reason, “I’m stupid and nobody likes me.” I’ve been saying that forever. Can we go somewhere else please?
Those were mostly obvious tips, not secrets, not anything that’s going to make another IEP Meeting transformative or anything. Mostly trying to sell your product or offer to help create or fix someone’s child’s IEP. Not being mean and the advice was solid, but not exactly anything new or secretive and nothing to give individual strategies that work for specific special needs children or their IEP’s. Sorry, just searching for IEP help as I have a meeting for my Autistic teenage son with severe ADHD in just under 12 hours from now (1 a.m.) and searching frantically for real, helpful tips without having to buy a product or sign up for someone’s online courses etc. This took up time I could have actually been getting real world tips and advice and I feel the title is a bit deceiving. Just my opinion on this one. Sorry if anyone is offended as that is NEVER my intent.
My child is 16 I have two kids with IEPs one the white child is getting help and the Mexican child is not getting help We go to a primarily white school Keller ISD in Fort Worth we are constantly on the news for our white nationalist and are evangelistic Christian extremist How do I get them to give the services needed They didn’t say anything during the start of the year now they say he failed three classes last semester this semester he did well Now he has to do summer school but summer school here is done online My child is entitled to a tutor or help and they want him to do this by himself on the computer and then show up 6 weeks later for a test. How do I even fight that and how is it that one child is receiving services and the other one is not
And you have failed to indicate that these antiquated school districts are where they are because they are underfunded, understaffed, and stretched beyond what can be done reasonably. Then you have a group of parents coming in and demanding things beyond what their child really needs just to see if they can threaten and brow beat the district into getting it. Essentially they become bullies. Very rarely do I see parents that are truly advocating for their child. The school can’t say no to these demands and then they are placed under huge financial burdens.
i really hate special education it really ruined my life all they do is fucking judging you and blame you you 24 seven don’t know why I can’t go to college because of my low GPA and for that I blame my special education teachers they don’t teach you anything I seriously have been home now for nine years and not doing anything I try to sign up for basketball and the fucking coach didn’t want me to play I don’t know why just because I don’t know how to play basketball and everybody was making fun of me just because I don’t know I play basketball I told gym coach at my high school teach me how to play basketball that motherfucker told me go on YouTube that’s what I did I went on YouTube after that I didn’t know how to play he put me assistant manager it means I have to set up for the team drinks and snacks and then we just tell you I fucking hated it so I quit and everyone at my team was mad at me I don’t give a shit at all I was trying to do to be famous at my high school anyway I tried to go to college they didn’t except me because of my disability and because of my ADHDireally hate my life now because i not doing anything My social worker and my social service I’m not doing shit for meAll they do is just meet you at Starbucks and sign some papers and in special-education all they do is give you 2nd grade reading I’m almost 27years old and I’m not doing anything in my life I don’t get it why do they love to judge disabled people for no reason besides I have no friends all I ever did in high school was just getting in trouble and my teachers always lying about me I really hate my lep meeting All they do is lie about you that’s all they do and my English is not that good I have speech problems and for that I blame it on my speech teacher for not teaching me anything just play some cards and also they give you frist grade reading and math i been doing this since frist grade and know I working at a shity job cleaning bathroom
I was going to subscribe to your page, but I am no longer interested. You wasted 4.5 minutes of my valuable time to tackle the title of your article, the 4 secrets. It sounds more like a gimmick to me. You seem too focused on selling than you are in informing parents. Because of that, I will not subscribe.