Understanding Your Child’s Individualized Education Program (IEP)

Understanding Your Child’s Individualized Education Program (IEP)

 In Special Needs Preschooler
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If you have been hearing about “IEP” lately and find it overwhelming, we understand. In this blog post, we are going to break down what you need to know about your child’s Individualized Education Program (IEP).

The information in this post is taken directly from the US Dept of Education and the NYC Dept of Education websites. IEP will differ a bit from state to state, and we will specifically share information for New York City.

What’s an Individualized Education Program (IEP)?

When a child with a disability needs extra support (called special education and related services), they will have an Individualized Education Program created just for them. An IEP is a written document that allows parents, teachers, related service personnel (like speech or physical therapists), and school administrators to rally around your child’s specific and unique needs. The goal is for your child to have the best educational experience they can.

Is My Child Eligible?

Your pediatrician may have discussed a need for an IEP for your child if they are behind in developing skills compared to other children their age. Before you start the evaluation process, you should be aware of these 13 disability classifications. You can read about these in more detail here. 

  • Autism
  • Deafness
  • Deaf-Blindness
  • Emotional Disturbance
  • Hearing Impairment
  • Intellectual Disability
  • Learning Disability
  • Multiple Disabilities
  • Orthopedic Impairment
  • Other Health Impairment
  • Speech or Language Impairment
  • Traumatic Brain Injury
  • Visual Impairment

What Are the Steps to Get My Child an IEP?

Several steps take place for your child to have an IEP, including a referral, evaluation, and an IEP meeting before services can begin. Here are the eight steps.

1. Identify that your child needs special education and related services

A child can qualify for an IEP as young as three years old. At the preschool age, your child is likely referred for evaluation by a healthcare professional or a social worker. Your child can have a free assessment for services.

In NYC, every district has a Committee on Preschool Special Education (CPSE) is responsible for coordinating the special education process for preschool children ages three to five. If you think your child needs an evaluation, visit this website to learn how to contact your CPSE administrator to set up an assessment. 

2. Your child has an evaluation

The evaluation assesses a child in all areas related to their ‘s suspected disability. The evaluation results will be used to decide a child’s eligibility for special education and related services and to make decisions about an appropriate educational program for your child. 

3. Eligibility is determined

A group of qualified professionals and parents look at your child’s evaluation results. Together, they decide if your child is a “child with a disability,” as defined by IDEA. If your child is found to be a “child with a disability,” as defined by IDEA, he or she is eligible for special education and related services. Within 30 calendar days after a child is determined eligible, the IEP team must meet to write an IEP for your child.

4. IEP or CPSE meeting to write IEP 

After evaluations are complete, a CPSE meeting takes place. The CPSE team includes:

  • You (the parent)
  • A general education teacher whenever your child is or may be in general education
  • A special education teacher, provider, or both (if applicable)
  • A district representative (the CPSE administrator)
  • Others with knowledge about your child or specialized expertise (evaluator, doctor, additional parent member, etc.)

The CPSE team will review the evaluation results at the meeting. They will learn more about your child and determine if your child is eligible for preschool special education services. The IEP will be written after discussing your child’s unique needs. Your child will begin to receive services as soon as possible after the meeting.

5. Your child receives services 

There is a range of programs and services available to support preschool students with IEPs. Special education services fall along a spectrum from less restrictive to more restrictive. Less restrictive programs allow children to receive services alongside students without IEPs. More restrictive programs are available for children who require more specialized support.

The CPSE will always consider a child’s least restrictive environment (LRE). LRE means that your child will receive their services in a setting with non-disabled children to the greatest extent appropriate. The CPSE team will first consider whether your child’s needs will be met in a general education setting. Integrated and special classes are only considered if your child is not making progress in a general education class, even with the help of services.

Preschool programs and services include:

  • Related Services (speech, occupational, and physical therapy, among others)
  • Special Education Itinerant Teacher (SEIT) (small groups or one-on-one in a general education classroom or childcare location)
  • Special Class in an Integrated Setting (children with and without disabilities are in the same class with a general education and special education teacher)
  • Special Class (smaller class size of all children with IEPs
  • Residential Placement (for children whose needs require 24-hour attention)
  • Additional supports and services include a 1:1 paraprofessional, assistive technology, bilingual services, behavior supports, and special education busing.

6. Progress is measured and reported to you

Your child’s progress toward the annual goals is measured, as stated in the IEP. You will be informed regularly of your child’s progress and whether that progress is enough for your child to achieve the goals by the end of the year.

7. Review of the IEP 

At least once a year, an IEP meeting must be held to discuss a student’s IEP including:

  • Progress toward his or her goals
  • Review of the appropriateness and effectiveness of the special education services provided to determine the services and goals for the following year

In addition to the required annual review, a review of the current IEP can be requested by you in writing to your school, CPSE or CSE.

8. Your child is reevaluated

A reevaluation must be completed once every three years unless you and the DOE agree in writing that it is not necessary. This is called a Mandated Three-Year Reevaluation (formerly called a Triennial). If new assessments are needed, you will be asked to provide consent. Consent means you are giving your permission for evaluations.

All written reports are shared with you after the reevaluation. The IEP team, including you, will meet to review the IEP recommendations given the new information. You or school staff can also request a reevaluation. However, it will not take place more than one time a year unless you and the DOE agree otherwise in writing.

What’s in an IEP?

Your child’s IEP includes the unique strengths and needs. These needs are considered to develop a plan for appropriate special education supports and services that will allow your child to thrive in the general education curriculum. These are the significant sections of the IEP:

Present Levels of Performance

This section describes how your child is currently doing in school. It includes:

  • Evaluation results
  • Academic achievement
  • Social development
  • Physical development
  • Management needs

Measurable Annual Goals

Goals include academic, social, behavioral, and physical goals that are met in a school year.

Progress Reports

A description of when you will receive updates on your child’s progress.

Recommended Special Education Programs and Services

A list of the programs and services your child requires to access, participate, and progress in the general education curriculum. This includes:

  • The date the programs and services will begin 
  • How often they are provided 
  • Where they will be provided (in the classroom or another school location)
  • The length of each session.

Participation with Students without Disabilities

The extent to which your child will participate in general education classes and other school activities with his/her non-disabled peers.

Participation in State and District-wide Assessments

This section identifies if your child will participate in the same State and district-wide assessments for general education students. Your child may participate in alternate assessments for students with severe cognitive disabilities. 

Regardless of the type of assessment in which your child participates, they may have testing accommodations.

We hope this post answers some of the most pressing questions parents of special needs children may have. Books and Rattles, Inc. provides special needs services at all of our preschools. Our mission is to help preschool-aged children at all developmental levels. We are here to help your child grow and thrive. 

 

Sources: Specialeducationguide, schools.nyc.gov, schools.nyc.gov/special-education/preschool, www2.ed.gov

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