As a school psychologist and mother of a child with a chronic illness, I understand only too well that the intimidation accompanied the "negotiations" Meetings of the IEP meeting. There are several ways, but the proverbial stack of cards in your favor. Read more ...
At first, be prepared for anything. Keep an accurate record and note the date and time that everything is happening. I am not exaggerating - everything. Every call, every progress reportetc. Nothing is more intimidating IEP team as a parent who has prepared for their meeting. A parent with its own plan for us is frightening, because what if we look like idiots or offend you? You have meetings ready for anything, almost as if they are documented for a due process hearing. You never know, you may need to "go there".
Secondly, you know your rights. Request a copy of your parental rights in Special Education (PRISE) for your review beforeany meeting at all. You can find the PRISE for your state by searching on Google.
Third, know that you are an active participant and that no program for you or your child violence. For example, some schools hand you already have an IEP developed before you got there, hoping that the meeting go faster, and you go to sign. But that is like a visit to an Italian restaurant and the entire menu is spaghetti. Your child is unique andreally develop an individual plan, should by all parties at least an hour talking over the plan that the child had academic and socially and emotionally disturbed are planned.
Know what you want before you go. Do you have a mission in mind, knowing your goals and outline strategies before you even set foot in this room. For example, you need goals for your child. Make sure you have the smallest components, before asking, brokenthem - you will be surprised as you get your request.
That is, goal: I want to have my child be able to - and keep - a job when you graduate.
Well, of course, is not it? If it is broken, however, you must:
I would have my child:
How to respect authority;
As such;
How to meet the commitments of time;
How to interact respectfully with peers;
And so on.
Well, not like the look, what do you think?
YouMaybe not everyone, but you will get something - and that is as accurate as getting "a" work, so it's a little more work required from your team. Good.
Thirdly, you know, run into obstacles. Will bypass bureaucracy you have to be six people whose goal is to keep children from receiving services (yes, to meet after all these years of training, you might think we're all in this for the children. But some of our colleagues are really opponents), he feelsall about how "this is not the case that" when you run to present documentation to prove otherwise, etc. You certainly learn a lesson in frustration tolerance.
If you're lucky, it will address one of the above. But I doubt it.
Fourth, learn from the negatives and appreciate the positive aspects. They also learn some positive things, as we know, for example, when you give up. This does not mean walking on the floor, but know when to compromise.
Fifth, know your child isClaim to individuality. If you look at the ratings, might seem the same. I do not want to be your child's IEP, like any other, or are ignored. Trust me here. I have seen 1,000 's of the IEP and the school has rarely responsible for failure to consider child. It 's always "Johnny X" or "mother of Johnny Y." Make sure your child IEP outlines what has been done for him - not only what it was.
"They just want to fix only with us what have you donewrong. "
Did you know that the statement angry? This is what the majority of school staff thinks when demand fair treatment.
My advice? Listen more than talk and ask very specific questions - questions that deserve drafted by your team. Above all, remains respectful. Nobody likes a bully, or someone who blames everything on everyone else.
Ah, gentle and smiling as your chart recorder was, for the conference ... ;)
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