Don't IEP Alone | IEP Advice for Parents | Special Education Advocacy
IEP Transition Planning IEP Transition Planning is probably the most important time in a student’s IEP life. Yet it is the section of the IEP that I see inadequate and downright botched most of the time. For example, I once had a client, and her entire transition section of her IEP had one sentence. “She […]
Reading: IEP Goals & Strategies Ways to improve Reading Comprehension: Use Visuals. Answer Questions. Predicting. Summarizing/Retelling. Identifying parts of story/text. Make a connection. Active readers. See below for further explanation, as well as links to assessments and other valuable information. If you are here, please make sure that you also read the blog posts about […]
Special Education Procedural Safeguards Ok, finger-wagging time. Because I know that a very large percentage of parents are not reading your IEP Procedural Safeguards. I can tell by the questions you ask. Because many of the questions I am asked to answer (as an advocate) are very easily answered by looking at Procedural Safeguards. I’ve included […]
IEP Goal Bank A well written IEP goal is essential to the IEP and special education. How can you monitor progress if you don’t know what you are aiming at? This is another post being done by popular request. So often I get asked, “Can you put together an IEP goal bank?” The number of […]
IEP Evaluations Different variations of questions come up about IEP evaluations all the time. Parents are unclear about timelines, what tests to ask for and sometimes get confused with the IEP re-evaluation process. As a result, after 8 years of this blog, at one point I had a dozen posts about IEP evaluations, IEP re-evaluations, […]
IEP Parent Participation This is a concept that I really need parents to grab on to and internalize. I hope that this brings you that “a-ha!” moment in IEPs. Because I get the feeling that many parents do not fully grasp the enormous responsibility of parent participation in the IEP process. Because parents are the […]
