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Communication difficulties can be a major barrier to learning for children with special needs. It's important for teachers and other educators to provide these children with the support and accommodations they need to communicate effectively and succeed in the classroom. Here are a few strategies for supporting children with communication difficulties in the classroom: Use visual aids: Children with communication difficulties may benefit from visual aids such as pictures, symbols, and charts to help them understand and express their needs and wants. These aids can be particularly helpful for children with autism or other developmental delays. Use assistive technology: Assistive technology such as communication boards, apps, and speech-generating devices can be extremely helpful for children with communication difficulties. These tools can help children express themselves and participate more fully in the classroom. Encourage the use of other forms of communication: In addition to verbal communication, children with communication difficulties may benefit from using other forms of communication such as sign language or written language. Encourage the use of these methods in the classroom to support children's communication skills. Provide individualized support: Children with communication difficulties may require individualized support in order to succeed in the classroom. This could include one-on-one instruction or small group work, as well as additional time and resources to complete tasks. Get involved: Parents and other caregivers can be an invaluable source of support and information for children with communication difficulties. Participate in the process of developing a communication plan for your child and give your input on strategies that have worked well at home. Speech-Language Pathologists (SLPs) play a vital role in supporting students with communication difficulties. They are trained professionals who work with children to evaluate, diagnose and treat a range of speech and language disorders. SLPs can work with children who have difficulty with articulation, stuttering, receptive and expressive language, social communication, and literacy. In a school setting, SLPs collaborate with teachers and other professionals to develop Individualized Education Plans (IEPs) that are tailored to meet the unique needs of each student. They also provide therapy sessions that incorporate evidence-based strategies to improve communication skills, as well as support families by providing education and resources to help their child succeed. By working closely with students, families, and other professionals, SLPs can help children with communication difficulties overcome barriers, develop meaningful relationships, and achieve academic success.

Executive functioning is a set of cognitive skills that help us regulate our thoughts, emotions, and behavior. These skills are essential for academic success and everyday life. They include skills like planning, organization, time management, task initiation, working memory, self-regulation, and flexible thinking. While some students may struggle more than others with executive functioning, all students can benefit from developing these skills. In this post, we'll explore why executive functioning is important for all students and provide some strategies for helping them improve. Why is executive functioning important? Executive functioning plays a crucial role in academic achievement. Students with strong executive functioning skills are better able to plan and organize their work, initiate tasks, sustain attention, manage their time effectively, and complete assignments with less stress and frustration. They are also more likely to persevere in the face of challenges and adapt to new situations. But executive functioning is not just important for academic success. It is also important for success in life. Adults with strong executive functioning skills are more likely to achieve their goals, maintain healthy relationships, and cope with stress and adversity. How can we help students improve their executive functioning? There are several strategies that educators and parents can use to help students improve their executive functioning skills. Here are a few ideas: Teach explicit executive functioning skills: Educators can teach specific executive functioning skills, such as planning, organization, time management, and self-regulation, through explicit instruction and modeling. Provide opportunities for practice: Students need opportunities to practice their executive functioning skills in a variety of contexts. Teachers can provide structured practice in the classroom and encourage students to use these skills in other settings, such as at home and in extracurricular activities. Use visual aids: Visual aids can help students with executive functioning challenges understand and organize information. Teachers can use graphic organizers, checklists, and visual schedules to help students plan, organize, and track their work. Break tasks into manageable steps: Large tasks can be overwhelming for students with executive functioning challenges. Teachers can help by breaking tasks into smaller, more manageable steps and providing clear instructions and deadlines. Build in opportunities for movement: Movement can help students with executive functioning challenges regulate their attention and energy levels. Teachers can build in opportunities for movement throughout the day, such as brain breaks and physical activity breaks. In conclusion, executive functioning is a critical set of skills that all students need to succeed in school and in life. By teaching explicit executive functioning skills, providing opportunities for practice, using visual aids, breaking tasks into manageable steps, and building in opportunities for movement, educators and parents can help all students develop these important skills. These skills can be addressed in your child's IEP as goals areas and accommodations.

Early intervention refers to services and supports provided to children with special needs and their families during the early years of life, typically ages birth to three. Research has shown that early intervention can have a significant and lasting impact on a child's development, leading to improved outcomes in areas such as cognition, communication, and social-emotional skills. One of the main benefits of early intervention is that it can help children with special needs catch up to their typically developing peers. During the early years, the brain is rapidly developing and is particularly receptive to new experiences and learning. By providing children with the supports and services they need during this critical period, early intervention can help to close the gap between them and their typically developing peers. Early intervention can also help to reduce the need for more intensive interventions later in life. By addressing developmental delays and challenges early on, early intervention can help to prevent more severe problems from developing. This can lead to cost savings and improved outcomes for children with special needs and their families. Another benefit of early intervention is that it can help to improve the overall functioning and quality of life of children with special needs and their families. By providing children with the supports they need to reach their full potential, early intervention can help to improve their independence and participation in their communities. It can also provide families with the tools and resources they need to support their child's development at home and in their daily lives. Overall, the benefits of early intervention for children with special needs are numerous and significant. By providing children with the supports and services they need during the early years, early intervention can help to improve outcomes and enhance the overall quality of life for children with special needs and their families.

How to recognize the signs of dyscalculia As a parent, it's natural to worry when you observe your child struggling with mathematics. Although encountering some challenges while acquiring math skills is common among children, continuous difficulties could indicate the presence of dyscalculia. Dyscalculia is a learning disability that affects an individual's ability to understand and perform math tasks. It is a common condition that is thought to affect up to 6% of the population and is generally inherited genetically. Dyscalculia is not a measure of intelligence or aptitude; rather, it is a neurological disorder that affects the way the brain processes math-related information. So, what are the signs and symptoms of dyscalculia? Here are a few things to look for: Struggling to understand basic math concepts, such as counting or identifying numbers Trouble learning math vocabulary, such as terms like "addition" or "subtraction" Delays in learning math facts, such as the multiplication table Difficulty with word problems or understanding math symbols Problems with completing math assignments or tests in a timely manner If you suspect that your child may have dyscalculia, it is important to speak with your child's teacher or a trained professional. A comprehensive evaluation can help to confirm the diagnosis and identify any specific areas of difficulty. If your child is diagnosed with dyscalculia, there are a number of strategies and interventions that can be helpful. These may include the use of manipulatives, such as blocks or counters, to help your child understand math concepts, and the use of assistive technology, such as a calculator or math software. It is also important for your child to receive accommodations in school, such as extra time on tests or the use of a calculator for math assignments. Some students will qualify for an Individual Education Plan (IEP) that can help them get the support and instruction they need. It's crucial to keep in mind that dyscalculia should not hinder success. Children with dyscalculia can thrive in math and future professions with appropriate assistance and adjustments. Urge your child to persist and obtain extra help whenever necessary. Most importantly, assure your child that dyscalculia does not define their intelligence, and that they hold the same potential for achievement as anyone else. Contact your child's teacher or an advocate to help you get started on the process of getting your child the help they need to succeed in math.

What to do if your child is struggling in school As a parent, it can be worrying to see your child struggle with learning. While it's normal for children to have some difficulty as they learn new skills, persistent difficulties may be a sign of a learning disability. Learning disabilities are neurological disorders that affect an individual's ability to process, understand, and remember information. They can affect different areas of learning, such as reading, writing, math, or spoken language. Learning disabilities are not a measure of intelligence or aptitude; rather, they are a result of how the brain processes information. So, what are the signs and symptoms of a learning disability? Here are a few things to look for: Struggling to learn basic skills, such as reading, writing, or math Problems with language, such as understanding spoken language or expressing oneself in writing Trouble with remembering and follow instructions Difficulty with organization and time management Challenges in focus or paying attention How is a learning disability diagnosed? Here is a general overview of the process: Identifying the concern: If you suspect that your child may have a learning disability, it is important to speak with your child's teacher or a trained professional. They can help you to identify any specific areas of difficulty and suggest next steps. Comprehensive evaluation: A comprehensive evaluation is typically necessary to confirm the diagnosis of a learning disability. This may include an assessment of your child's reading, writing, math, and language skills, as well as an evaluation of cognitive and academic abilities. The evaluation may be conducted by a school psychologist, a neuropsychologist, or another trained professional. Determining eligibility: Once the evaluation is complete, the results will be used to determine if your child meets the criteria for a learning disability. In the United States, this is typically determined by the Individuals with Disabilities Education Act (IDEA), which outlines the specific criteria that must be met for a child to be eligible for special education services. Developing a plan: If your child is found to be eligible for special education services, a team will work with you to develop an Individualized Education Program (IEP). This is a document that outlines the specific goals and accommodations that will be put in place to support your child's learning. If you suspect that your child may have a learning disability, it is important to speak with your child's teacher or a trained professional. A comprehensive evaluation can help to confirm the diagnosis and identify any specific areas of difficulty. An advocate can help you get started and work with you throughout the process. If your child is diagnosed with a learning disability, there are a number of strategies and interventions that can be helpful. These may include structured literacy programs, assistive technology, such as text-to-speech software or a calculator, and accommodations in school, such as extra time on tests or the use of a computer for writing assignments. It's important to remember that learning disabilities are not a barrier to success. With the right support and accommodations, children with learning disabilities can excel in school and in their future careers. Encourage your child to persevere and seek out additional support when needed. Above all, reassure your child that a learning disability is not a measure of intelligence, and that they have the same potential for success as anyone else.

How to identify reading problems with your child As a parent, it can be worrying to see your child struggle with reading, writing, or spelling. While it's normal for children to have some difficulty as they learn these skills, persistent difficulties may be a sign of dyslexia. Dyslexia is a learning disability that affects an individual's ability to process language, specifically reading and spelling. It is a common condition that is thought to affect up to 10% of the population and is generally inherited genetically. Dyslexia is not a measure of intelligence or aptitude; rather, it is a neurological disorder that affects the way the brain processes language. So, what are the signs and symptoms of dyslexia? Here are a few things to look for: Struggling to learn the alphabet or phonics Difficulty with sight words Trouble with sounding out words or spelling them correctly Struggling to read aloud or read at an age-appropriate level Grammar and punctuation errors Difficulty writing and organizing thoughts on paper If you suspect that your child may have dyslexia, it is important to speak with your child's teacher or a trained professional. A comprehensive evaluation can help to confirm the diagnosis and identify any specific areas of difficulty. There are several types of dyslexia, and it’s important to understand the differences so you can provide the right support for your child. Here are the four main types of dyslexia: Phonological Dyslexia Phonological dyslexia, also known as phonemic dyslexia, is the most common type of dyslexia. It affects the way your child’s brain processes sounds in words, making it difficult for them to read and spell. Children with phonological dyslexia may have trouble with phonemes, which are the smallest units of sound in a language. They may struggle with breaking words down into smaller sounds and blending them together to read or spell. Surface Dyslexia Surface dyslexia, also known as visual dyslexia, is a type of dyslexia that affects the way your child processes written words visually. Children with surface dyslexia may have trouble remembering the way words look, making it difficult for them to read and spell. They may also have difficulty with reading comprehension, as they may not fully understand what they are reading due to their inability to process the visual information. Rapid Naming Dyslexia Rapid naming dyslexia is a type of dyslexia that affects your child’s ability to quickly and accurately name letters, numbers, and words. Children with rapid naming dyslexia may struggle with reading fluency and may take longer to complete reading tasks. This type of dyslexia is often related to phonological dyslexia, as children may have difficulty with phonemes which can impact their ability to quickly name letters and words. Mixed Dyslexia Mixed dyslexia is a combination of multiple types of dyslexia, including phonological, surface, and rapid naming dyslexia. Children with mixed dyslexia may experience challenges with reading, spelling, and fluency, as well as difficulty with phonemes and visual processing of written words. If your child is diagnosed with dyslexia, there are a number of strategies and interventions that can be helpful. These may include structured literacy programs, which teach reading and spelling using a systematic approach, and assistive technology, such as text-to-speech software or audio books. It is also important for your child to receive accommodations in school, such as extra time on tests or the use of a computer for writing assignments. It’s important to understand the specific type of dyslexia your child may have in order to provide the appropriate support and accommodations. This may include working with a reading specialist or tutor, using assistive technology, or implementing strategies such as breaking down words into smaller chunks or using visual aids. It is also possible that your child will qualify for an Individualized Education Plan (IEP). Early intervention is key and with the right support, your child can overcome the challenges of dyslexia and succeed academically. Contact your child's teacher or special education advocate to help you get the process started.

If your child has been diagnosed with a learning disability or other educational need, they may be eligible for an Individualized Education Program (IEP). An IEP is a document that outlines the specific goals and accommodations that will be put in place to support your child's learning. In order to be eligible for an IEP, your child must meet certain criteria. In the United States, the criteria are outlined by the Individuals with Disabilities Education Act (IDEA). According to IDEA, children are eligible for an IEP if they have one or more of the following disabilities: Autism: a developmental disorder that affects communication and behavior. It is typically diagnosed in early childhood and can cause a wide range of symptoms, including difficulty with social interaction, difficulty with verbal and nonverbal communication, repetitive behaviors, and challenges with sensory processing. Children with autism may be eligible for an Individualized Education Program (IEP) if their condition impacts their ability to learn and participate in educational activities. Specific learning disability (SLD): a neurological disorder that affects a person's ability to process and interpret information, leading to difficulty with learning and academic achievement. Learning disabilities can affect a person's ability to read, write, listen, speak, and perform mathematical calculations. They can also impact a person's memory, attention, and organizational skills. Learning disabilities are typically identified in school-aged children and may continue into adulthood. Emotional disturbance (ED): a term used to describe a condition that affects a child's ability to learn and/or participate in educational activities due to behaviors or emotions that are significantly different from what is expected for their age. Children with emotional disturbance may have difficulty regulating their emotions, may exhibit extreme behaviors, and may struggle with social interactions and relationships. They may also experience depression, anxiety, or other mental health conditions. Intellectual disability (ID): a term used to describe a condition that affects a person's cognitive functioning and adaptive behavior. It is typically diagnosed in childhood and can cause difficulties with communication, social skills, and daily living skills. Children with intellectual disability may have difficulty learning and retaining new information, and may struggle with problem-solving and decision-making. Orthopedic impairment (OI): a condition that affects a person's musculoskeletal system, including bones, muscles, tendons, and ligaments. It can be caused by a variety of factors, including genetic conditions, trauma, and infection. Children with orthopedic impairments may have difficulty with mobility, fine motor skills, and gross motor skills. They may require assistive devices, such as wheelchairs or crutches, to participate in daily activities and educational programs. Other health impairment (OHI): a term used to describe a condition that affects a child's ability to learn and/or participate in educational activities due to chronic or acute health problems. This category includes conditions such as asthma, diabetes, epilepsy, attention deficit hyperactivity disorder (ADHD), and cancer, among others. Children with other health impairments may require accommodations, such as medication administration, modified physical education, or access to a nurse, in order to fully participate in their educational program. Speech or language impairment (SLI): a condition that affects a person's ability to communicate effectively. It can include difficulties with producing and/or understanding spoken language, as well as challenges with reading and writing. Children with speech or language impairments may have difficulty expressing themselves, following instructions, and participating in social interactions. They may also struggle with reading comprehension and written expression. Traumatic brain injury (TBI): is a type of injury that occurs when an external force, such as a blow to the head or an object penetrating the brain, causes damage to the brain. TBI can range in severity from mild to severe, and can affect a person's cognitive abilities, physical abilities, and emotional well-being. Children with TBI may experience a range of symptoms, including headache, dizziness, fatigue, memory problems, and difficulty with concentration. They may also have difficulty with communication, problem-solving, and social skills. Hearing impairment: a condition that affects a person's ability to hear and understand spoken language. It can range in severity from mild to profound, and can be caused by a variety of factors, including genetics, illness, and injury. Children with hearing impairments may have difficulty with communication, language development, and academic achievement. They may require accommodations such as amplification devices, sign language interpretation, or captioning in order to fully participate in their educational program. Deafness: a severe or profound hearing impairment that affects a person's ability to hear and understand spoken language. Children who are deaf may use spoken language with the help of hearing aids, cochlear implants, or other amplification devices, or they may communicate using sign language. Visual impairment (including blindness): a term used to describe a condition that affects a person's ability to see and process visual information. It can range in severity from mild to severe, and can be caused by a variety of factors, including genetics, illness, and injury. Children with visual impairments may have difficulty with activities such as reading, writing, and participating in physical education. They may require accommodations such as large print materials, Braille, or audio recordings in order to fully participate in their educational program. Deaf-blindness: a condition that affects a person's ability to see and hear. It can be caused by a variety of factors, including genetics, illness, and injury. Children who are deaf-blind may use spoken language with the help of hearing aids, cochlear implants, or other amplification devices, or they may communicate using sign language. They may also require accommodations such as large print materials, Braille, or audio recordings in order to fully participate in their educational program. Multiple disabilities: A combination of two or more disabilities that affects an individual's ability to learn and function.

This is the final post of the IEP Basics for parents series. Scroll to the bottom for a list of links to the first 4 parts if you missed them. The Individualized Education Program (IEP) process doesn't end with the initial meeting. It's important for parents to stay involved and communicate with the IEP team regularly to ensure that their child's needs are being met and to make any necessary adjustments to the IEP as their child's needs evolve. Here are some tips for staying involved in the IEP process and maintaining ongoing communication and review: Attend IEP review meetings: The IEP should be reviewed and revised at least once a year, and sometimes more frequently depending on the child's needs. It's important for parents to attend these review meetings and provide input on their child's progress and any changes to their needs. Communicate with your child's teacher: It's important to maintain regular communication with your child's teacher to stay updated on their progress and any concerns that may arise. Consider setting up regular check-ins or meeting with the teacher to discuss your child's progress and needs. Review the IEP document: It's a good idea to review the IEP document regularly to ensure that it is accurately reflecting your child's needs and progress. If you have any concerns or questions about the IEP, be sure to raise them with the IEP team. Keep track of your child's progress: It's helpful to keep track of your child's progress towards meeting their goals and objectives. This can help you identify any areas of concern and provide valuable input to the IEP team during review meetings. Advocate for your child's needs: If you have concerns about your child's progress or feel that their needs are not being met, it's important to advocate for them and communicate your concerns to the IEP team. Working together, you can ensure that your child's needs are being met and that the IEP is effective in supporting their success. Call a meeting anytime: As a parent, you have the right to call an IEP meeting to review the document, your child's progress, and present levels of performance. Sometimes it is necessary to amend or revise the IEP document itself if the team finds that changes are needed. You may be asked to attend an amendment IEP to revise services, goals, or to request assessments. Maintaining ongoing communication and review is an important part of the IEP process. By staying involved and advocating for your child's needs, you can ensure that they are receiving the necessary supports to succeed in school. If you'd like to read any other part in this series click on each title below. Part 1: "The Basics of the IEP Process: What Every Parent Needs to Know" Part 2: "The Role of the IEP Team: Who Makes Up the Team and What They Do" Part 3: "Understanding Your Child's Strengths and Needs: How to Prepare for the IEP Meeting" Part 4: "Navigating the IEP Meeting: Tips and Strategies for Parents"

This post is part 4 of 5 in the series IEP Basics for parents. Click to catch up on part 1, part 2, or part 3. Participating in an Individualized Education Program (IEP) meeting can be intimidating, especially if it's your first time. It's important to remember that you are a key member of the IEP team and your input is valuable in ensuring that your child's needs are met. Here are some tips and strategies to help you navigate the IEP meeting effectively: Understand the agenda: Prior to the IEP meeting, you should receive an agenda outlining what will be discussed during the meeting. Review the agenda beforehand so you know what to expect and can come prepared with any relevant questions or concerns. Bring any necessary documents or materials: It may be helpful to bring copies of any relevant documents or materials to the IEP meeting, such as evaluation reports, progress reports, or your list of concerns or goals. Having these on hand can help you effectively communicate your child's needs to the IEP team. Advocate for your child's needs: It's important to remember that you are an advocate for your child and their needs. Don't be afraid to speak up and share your thoughts and concerns with the IEP team. It's okay to ask questions and request clarification if you don't understand something. Maintain a respectful and collaborative approach: While it's important to advocate for your child's needs, it's also important to maintain a respectful and collaborative approach with the IEP team. Remember that everyone on the team is there to support your child's success and by working together, you can develop a plan that meets your child's needs. Take notes: It can be helpful to take notes during the IEP meeting to help you remember what was discussed and any action items that were agreed upon. You can also request a copy of the IEP document after the meeting to review and make sure that everything is accurately reflected. Many parents find it helpful to record their meetings to playback later. Check your state's laws about recording and always ask permission in writing in advance. Ask for time: Don't feel pressured to consent to an IEP before you have had time to review and process the information presented. Many parents ask for documents related to the upcoming meeting in advance so they have time to read and compile questions. This should also make for a more effective and efficient meeting. By following these tips and strategies, you can effectively navigate the IEP meeting and advocate for your child's needs. Remember that you are a key member of the IEP team and your input is valuable in ensuring that your child receives the necessary supports to succeed in school. Look for the final part in the IEP Basics series: "The Importance of Ongoing Communication and Review: How to Stay Involved in Your Child's IEP Process"

This post is part 3 of a 5 part series about IEP Basics. Click here to read part 1 or part 2 Preparing for an Individualized Education Program (IEP) meeting can be overwhelming, especially if it's your first time participating in the process. One of the key ways to prepare is to have a clear understanding of your child's strengths, needs, and goals. This information will help you communicate effectively with the IEP team and advocate for your child's needs. Here are some tips and strategies for gathering this information and preparing for the IEP meeting: Gather input from teachers and therapists: Teachers and therapists who work with your child on a regular basis can provide valuable insight into your child's strengths, needs, and goals. Consider asking for written input or meeting with them beforehand to discuss your child's progress and any concerns you may have. Create a list of concerns or goals: It's helpful to have a written list of your child's strengths, needs, and goals to share with the IEP team. This can include any academic, social-emotional, or behavioral concerns you may have, as well as any goals you have for your child's development. Gather supporting documentation: It may be helpful to bring any relevant supporting documentation to the IEP meeting, such as evaluation reports, progress reports, or other relevant records. This can help the IEP team better understand your child's needs and develop a more tailored plan. Consider bringing an advocate: If you feel overwhelmed or unsure of how to advocate for your child's needs, you may want to consider bringing an advocate to the IEP meeting. This can be a friend, family member, or professional advocate who can provide support and guidance during the process. By gathering this information and being prepared for the IEP meeting, you can effectively communicate your child's strengths, needs, and goals to the IEP team and advocate for their needs. With a clear understanding of your child's unique strengths and needs, the IEP team can work together to develop a plan that meets those needs and helps your child succeed in school. Check out part 4 of the IEP Basics series: "Navigating the IEP Meeting: Tips and Strategies for Parents"

This is part 2 of a 5 part series of IEP Basics for parents. Click here for part 1: What is an IEP? The Individualized Education Program (IEP) process involves a team of professionals and individuals who are involved in the child's education and development. It's important for parents to understand the role of each member of the IEP team and how they work together to develop a plan that meets the individual needs of the child. Here's a breakdown of who makes up the IEP team and what they do: Child's teacher: The child's teacher is responsible for providing input on the child's academic strengths, needs, and goals, as well as identifying any accommodations or modifications that may be necessary to support the child's learning. The teacher is also responsible for implementing the IEP in the classroom and tracking the child's progress towards meeting their goals. School psychologist: The school psychologist is responsible for evaluating the child's cognitive and academic abilities, as well as identifying any social-emotional or behavioral needs. They may also provide recommendations for supports or interventions to address any identified challenges. Special education teacher: The special education teacher is responsible for providing specialized instruction and support to children with disabilities. They may be involved in the development of the IEP and may also be responsible for implementing the IEP in a specialized setting or in conjunction with the child's general education teacher. Speech therapist: If the child has a need for speech and language therapy, a speech therapist may be part of the IEP team. They are responsible for evaluating the child's communication skills and providing therapy to support their development. Occupational therapist: If the child has a need for occupational therapy, an occupational therapist may be part of the IEP team. They are responsible for evaluating the child's fine motor skills and providing therapy to support their development. Physical therapist: If the child has a need for physical therapy, a physical therapist may be part of the IEP team. They are responsible for evaluating the child's gross motor skills and providing therapy to support their development. Parent(s) or guardian(s): The parent(s) or guardian(s) of the child are key members of the IEP team and play a crucial role in the development and implementation of the IEP. They are responsible for providing input on the child's strengths, needs, and goals, as well as advocating for the child's rights and needs throughout the process. Parents are arguably the most important member of the IEP because they are the experts on their child. It's important for all members of the IEP team to work together and communicate effectively in order to develop a plan that meets the individual needs of the child. By understanding the role of each team member, parents can effectively collaborate and advocate for their child's needs. Parents also have the right to invite anyone they wish to attend the meeting. Many bring a trusted friend or family member, advocate, or other professional that knows the child. It is always helpful to invite someone who can give insight into the child's strengths and needs, progress in areas of need, help keep the parent/team organized and/or take notes, or support the parent in advocating for the child's educational needs. To learn more about the IEP process, check out part 3 in the series: "Understanding Your Child's Strengths and Needs: How to Prepare for the IEP Meeting"

This 5 part series will cover the basics of the IEP process for parents Topics in series What is an IEP? The Role of the IEP Team Understanding Your Child's Strengths and Needs Navigating the IEP Meeting The Importance of Ongoing Communication and Review What is an IEP? As a parent, you want the best for your child and want to ensure that they have the support they need to succeed in school. One important way to ensure that your child is receiving the necessary support is through the development of an Individualized Education Program, or IEP. But what is an IEP and how does the process work? Here's what every parent needs to know about the basics of the IEP process. What is an IEP? An IEP is a legally binding document that outlines the specific educational supports and accommodations that a child with a disability will receive in order to access the general education curriculum and make progress in school. An IEP is developed by a team of professionals and the child's parent(s) or guardian(s), and it is tailored to meet the individual needs of the child. Who is involved in the IEP process? The IEP team is made up of a variety of professionals and individuals who are involved in the child's education, including the child's teacher, the school psychologist, and any therapists or specialists who may be working with the child. The child's parent(s) or guardian(s) are also key members of the IEP team and are involved in the development and implementation of the IEP. What are the main goals of an IEP? The main goals of an IEP are to: Identify the child's strengths, needs, and goals Outline the specific supports and accommodations the child will receive in order to access the general education curriculum and make progress in school Measure the child's progress towards meeting their goals Determine when the IEP should be reviewed and revised What are the rights of parents during the IEP process? Parents have a number of rights during the IEP process, including the right to: Participate in the development of the IEP Review and provide input on the IEP before it is finalized Request an evaluation of their child if they suspect their child has a disability Obtain copies of their child's educational records File a complaint if they feel their child's rights are not being respected or if they disagree with any aspect of the IEP process It's important for parents to be actively involved in the IEP process and to advocate for their child's needs. Working together with the IEP team can ensure that your child is receiving the necessary support to succeed in school. Check out part 2 of this series: "The Role of the IEP Team: Who Makes Up the Team and What They Do"