Individual Educational Plan {IEP}: Common Mistakes to Avoid

There is probably no process as frustrating for parents and educators alike as the IEP process. As a team effort, the IEP process is designed to help develop a program that is in the best interest of the child with ASD or [High-Functioning Autism]. All too often, the schools experience a lack of resources or have other challenges, which leaves the parent feeling that she is not receiving the support that is needed.

There are several common mistakes parents and teachers make when creating an IEP (or going through the IEP process). These include the following:

1. The parent signs the IEP when she doesn't totally agree with it.

Never sign an IEP at the meeting, especially if you don't agree with it. A verbal commitment that "we will work out the fine details later" is not binding, but your signature is. Remember that you have three days to review the IEP before signing it. It is always a good idea to take the IEP home and review it one more time, even if you think that everything is fine.  Never feel pressured into signing an IEP!

2. The short-term goals will not meet long-term goals.

If a specific long-term goal is agreed upon, make sure that the short-term goals adequately support progress towards the long-term goal.

3. The parent fails to review a preliminary IEP.

Without a preliminary look at what is being proposed for your ASD youngster, your first opportunity to see the IEP is in the IEP meeting where you are expected to agree to - and sign - the IEP. This puts you in an unfavorable position, because you can feel pressured to agree to items without having time to really think through their implications. Always ask for a preliminary copy prior to the IEP meeting, and never feel like you have to sign at the meeting.

4. The IEP contains goals that cannot be measured.

This is the most common mistake made when creating IEPs. It is easy to make - and accept - overly generalized goals and achievement objectives and believe they are acceptable. Many IEPs contain goals and objectives like, "...will improve letter recognition." This is a vague goal which can be claimed as "achieved" with very little progress actually having been made. A better goal would be something like, "...will recognize 9 out of 10 random letters shown, 4 out of 5 times." This is specific and measureable.

There may be times when you will not agree with an IEP. All schools have a due process procedure you can follow that will progressively escalate your complaint through the appeals process. If you can’t agree on your IEP, the school will provide you the information and steps you need to begin the due process procedure.

Many moms and dads find the assistance of an advocate or attorney to be an invaluable tool in their dealings with IEPs and education issues. The decision to utilize an advocate or attorney is a personal decision, but one that has many merits.

The IEP process is critical to the educational success of the child. Parents and educators need to develop an IEP process that (a) enables both parties to feel as though their concerns are heard, and (b) ensures that the child's needs are being met.  

 

 

Resources for parents of children and teens on the autism spectrum:
 

==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder

==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder

==> Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder

==> Parenting Children and Teens with High-Functioning Autism: Parents' Comprehensive Handbook

==> Unraveling the Mystery Behind High-Functioning Autism: Audio Book

==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism

==> Videos for Parents of Children and Teens with ASD

 

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