The Individualized Education Program (IEP) that describes special education services and supports for a qualifying student with a disability is created by an IEP Team that is defined by federal law. The Individuals with Disabilities Education Act (IDEA) lists the core membership of an IEP team as including the parent, a special education teacher, a regular education teacher (at the student’s assigned grade), and a representative of the Local Education Agency (school system). The student is a required member of the IEP team when their transition to adulthood is being discussed. In addition to this bare-bones requirement, there are others who can or must be invited under varying circumstances.
Whenever evaluation results are being discussed, the IEP team should include individuals who are qualified to interpret those evaluation results and the educational implications of them for the child. Most parents can read evaluation reports with some degree of understanding, but the IEP team needs input from individuals who are in a position to connect the dots and make sense of the various pieces of information available when an evaluation has been conducted.
When children are aging out of the Infant-Toddler Program and are being considered for eligibility for Preschool services, the Child Service Coordinator or previous service providers can be invited to the IEP meeting. If you want to have your child’s Service Coordinator or others attend an IEP meeting, invite them directly yourself because the school system may not automatically send them an invitation.
At an annual review when the IEP is being totally re-written (rather than amended), all of the people who are currently providing special education services to the child will normally be invited to the meeting. Sometimes a related service provider (e.g. speech, occupational or physical therapist) will submit written information and some proposed goals when they are unable to attend an IEP meeting. If you feel that it is important that specific school system staff members (regular education teachers, clinicians, administrators, classroom assistants, etc.) participate in the IEP team discussion, communicate that to the person who is coordinating the meeting so that they are invited and the meeting scheduled at a time when they can attend.
In addition to the required IEP team members, the school system and the parent each have the right to invite others who they feel can contribute to the IEP process. Individuals who have particular knowledge of the child or specific expertise can be involved upon request. For example, grandparents, Sunday School teachers, tutors, behavior specialists, psychologists, individuals who have disability-specific information, or private service providers can become invited members of a child’s IEP team. These individuals can either attend in person, submit written input, or participate via conference call or another technology-supported means.
When your child’s next IEP meeting is being planned, communicate with the meeting coordinator to make sure the all of the right people are at the table to create an educational program that effectively addresses your child’s unique educational needs.
