{"id":3421,"date":"2023-05-29T07:00:00","date_gmt":"2023-05-29T07:00:00","guid":{"rendered":"https:\/\/mabelslabels.com\/blog\/?p=3421"},"modified":"2025-09-08T13:44:24","modified_gmt":"2025-09-08T13:44:24","slug":"understanding-your-childs-iep","status":"publish","type":"post","link":"https:\/\/mabelslabels.com\/blog\/2023\/05\/29\/understanding-your-childs-iep\/","title":{"rendered":"Navigating & Advocating The IEP Process"},"content":{"rendered":"\r\n

\u00a0\u00a0IE<\/em>…\u00a0What!? Understanding your child’s IEP<\/em><\/strong><\/p>\r\n\r\n\r\n\r\n

\u00a0Any parent knows that there is no official parenting handbook. We\u2019re all just winging it, googling it, and trial and error. For parents of kids with additional needs, this couldn\u2019t be truer. From navigating complex medical issues, behavioral anomalies, etc., the paperwork and processes are tiresome and arduous before they\u2019ve even started school. Then, just when you think you may have it all figured out, school starts, and a new process begins.\u00a0

The problem with these systems is that the industry leaders have years of knowledge; it\u2019s what they do for a living. But it\u2019s up to the parents to navigate this unfamiliar system with no prior training, no handbook, and often little to no support. It can feel like representing yourself at a trial you have no previous knowledge of.\u00a0<\/p>\r\n\r\n\r\n\r\n

Many expressed how concerning, anxiety-inducing, and fear-provoking the initial special education evaluation and IEP meetings can be with parents. For parents, each year, this meeting can feel like they\u2019re starting fresh. Advocating for your child is exhausting and frustrating.\u00a0<\/p>\r\n

The IEP is complex, and collaborating with school staff and adhering to the set parameters can be overwhelming. School staff often feel they are walking on eggshells around parents, and parents frequently feel unheard. But it doesn\u2019t have to be so daunting. Here is a breakdown of an IEP, what it means, where to begin, and essential things to remember as you embark (again) on this process.\u00a0 \u00a0<\/p>\r\n\r\n\r\n\r\n

We spoke with both parents and an experienced LRT in the Ontario School system, Ms. McNulty, LRT (Learning resource teacher), for her expertise.\u00a0<\/p>\r\n\r\n\r\n\r\n

\u00a0What is an IEP? (Individualized Education Plan)<\/strong><\/h6>\r\n\r\n\r\n\r\n

\u00a0An IEP is a written legal working document that functions like a roadmap laying out the modified education plan with instruction, supports, and services your child will receive to progress and thrive during the school year. It includes measurable goals and operates on a timeline.<\/p>\r\n\r\n\r\n\r\n

Being a legal working document means that it can be changed at any time and that the strategies and services included MUST be accommodated. The school\u2019s principal is legally bound to ensure that all aspects of the IEP are being met and addressed.<\/p>\r\n\r\n\r\n\r\n

\u00a0It operates as a ground rules tool for the child\u2019s team. It means the team will uphold the responsibilities of the plan to ensure the help is provided to allow the student to meet their goals stated in the document, which will enable them to progress through the curriculum.\u00a0 \u00a0<\/p>\r\n\r\n\r\n\r\n

\u00a0In short, a document that explains how your child will receive assistance at school that is catered specifically to them so they can complete the curriculum (or adjusting the curriculum goals to meet where they\u2019re at)\u00a0\u00a0<\/p>\r\n\r\n\r\n\r\n

\u00a0Feel free to write on the IEP – write out your questions and concerns next to what bothers you. Then, bring this IEP to the meetings and share your concerns. Knowing your child\u2019s IEP will allow you to make sure they are receiving what they should.\u00a0

\"\"<\/a><\/p>\r\n\r\n\r\n\r\n

\u00a0Two types of IEP\u2019s<\/strong>\u00a0 \u00a0 \u00a0<\/h5>\r\n\r\n\r\n\r\n

\u00a0While there are little to no differences in the documents themselves, there are two types of IEP\u2019s. The purpose and practicality of the document are the same. The main difference is how the student arrived at requiring the IEP and the legality of it, more on that after we review the two types:<\/p>\r\n\r\n\r\n\r\n

\u00a01) Identification\u00a0\u00a0<\/strong><\/p>\r\n\r\n\r\n\r\n

\u00a0Your child may receive an Identified IEP. This means they have been formally identified as requiring an individual plan. This formal identification usually comes in a diagnosis (deaf, learning disability, low vision, behavior, intellectual disability, etc.)\u00a0\u00a0<\/p>\r\n\r\n\r\n\r\n

\u00a02) Non-Identified\u00a0 \u00a0<\/strong><\/p>\r\n\r\n\r\n\r\n

\u00a0The school identifies this type of IEP. It\u2019s when the teacher\/ team feels that there are areas where your child may benefit from a significant change to the program to thrive.\u00a0<\/p>\r\n\r\n\r\n\r\n

\u00a0The difference between the two is, if your child is identified, they\u2019re required by law to have access to an IEP, regardless of the school. However, a non-identified IEP remains within the school, so if the child changes schools, the IEP isn\u2019t legally binding at the next school; it\u2019s then up to the discretion of the new school to decide whether the child will receive an IEP.\u00a0 \u00a0<\/p>\r\n\r\n\r\n\r\n

\u00a0What is an IEP meeting?<\/strong>\u00a0<\/h6>\r\n\r\n\r\n\r\n

\u00a0Any child who is receiving an IEP will have a meeting involving the entire team. Again, the IEP is a legal working document and should be produced by the school with the assistance and input of the child\u2019s parents or guardians. Many parents get nervous about the IEP meeting, and it does have a stereotype of not being a good experience, being a frustrating and challenging process for parents. (But then, isn\u2019t that true of any time we need to advocate for our kids) Below, we\u2019ll include our tips for navigating the IEP meeting that won\u2019t make your pits sweat.\u00a0<\/p>\r\n\r\n\r\n\r\n

\u201cWe all want your child to be happy and successful at school. You know your child best. Your thoughts, views, and concerns are important too. The school team has to work within the parameters of the Board, but we will try our best to do what we can for you\u201d.<\/em><\/p>\r\n\r\n\r\n\r\n

\u00a0Glossary of terms you may hear in an IEP meeting.\u00a0<\/strong><\/h5>\r\n\r\n\r\n\r\n

\u00a0<\/strong>Teachers have their own jargon and acronyms often forget that these aren\u2019t common knowledge outside of the educator\u2019s world. Here are a few to be aware of:\u00a0<\/p>\r\n\r\n\r\n\r\n

\u00a0IPRC (Identification, Placement & Review Committee)<\/strong><\/h6>\r\n\r\n\r\n\r\n

\u00a0An IPRC is a committee that meets and decides if a student should be identified as requiring additional support per the Ministry of Education guidelines. This review board holds a meeting with the parents to discuss, and from there, with IEP process begins. These meetings happen once a year for as long as your child is in school.<\/p>\r\n\r\n\r\n\r\n

Accommodated (AC)<\/strong>\u00a0\u00a0<\/h6>\r\n\r\n\r\n\r\n

\u00a0\u201cAccommodated only (AC) is the term used on the IEP form to identify subjects or courses from the curriculum in which the student requires accommodations alone to work towards achieving the regular grade expectations\u201d In Short, an accommodated IEP means that the curriculum expectations are not altered, and your child is working at grade level. The accommodations are listed in the \u2018accommodation\u2019 section of the IEP.\u00a0 \u00a0<\/p>\r\n\r\n\r\n\r\n

\u00a0The IEP box on report cards should not be checked for this type of IEP.<\/p>\r\n\r\n\r\n\r\n

\u00a0Modified (MOD)<\/strong><\/h6>\r\n\r\n\r\n\r\n

\u00a0\u201cModified\u201d Modifications are changes made in the age-appropriate grade-level expectations for a subject or course to meet a student\u2019s learning needs. Ms. McNulty explains further \u201cA modified IEP means your child will have learning expectations at a different grade level, or there will be an increase or decrease in the number and\/or complexity of the expectations. For example, your child is in grade 3, but their Reading learning expectations are taken from the grade 1 curriculum.<\/em><\/p>\r\n\r\n\r\n\r\n

\u00a0Alternate (ALT)<\/strong><\/h6>\r\n\r\n\r\n\r\n

\u00a0Alternative expectations that fall outside of the curriculum documents. Other alternative \u201ccourses\u201d could include social skills, fine or gross motor, behavior, learning skills, etc. Additional classes are not offered within the regular curriculum.<\/p>\r\n\r\n\r\n\r\n

\u00a0Tips for your IEP meeting:\u00a0<\/h4>\r\n\r\n\r\n\r\n
    \r\n
  1. \r\n
    \u00a0Have a positive attitude.\u00a0<\/h6>\r\n
    \r\n\r\n\u00a0Attend this meeting with the full belief that the team will be helpful and genuinely collaborate with you. They may have budgets and resources to deal with, and that\u2019s the enemy, not the team itself. It\u2019s not you against them- but the team against the setback. Everyone is working towards the same result; to see your child succeed and thrive in school.

    \r\n\r\n<\/li>\r\n
  2. \r\n
    Don\u2019t go alone.\u00a0 \u00a0<\/h6>\r\n
    \r\n\r\nBring a friend or spouse along who can help be a second set of ears, who can ask the questions you may have forgotten or simply as moral support. Talk with them beforehand about your worries, questions, etc., so they can act as a backup if you get overwhelmed.\u00a0

    <\/li>\r\n
  3. \r\n
    Be prepared.<\/h6>\r\n
    Bring all paperwork you have regarding your child\u2019s diagnosis and any evaluations or reports that may help set goals.\u00a0\u00a0<\/li>\r\n<\/ol>\r\n\r\n\r\n\r\n
    \r\n

    \u201c\u2026This is very important and helps the team build and create an IEP that will truly benefit your child. In addition, they may want to make copies to keep in your child\u2019s school records for future reference.\u201d\u00a0<\/em><\/p>\r\n<\/blockquote>\r\n\r\n\r\n\r\n

    \r\n

    \u00a0\u201cI would encourage parents to read their child\u2019s IEP. Make sure they understand the goals and expectations and ask for clarification from teachers and the LRT if they are unsure. Then keep it close by and easily accessible. This way, parents can review the IEP often to make sure their child is receiving the support they are entitled to.<\/em><\/p>\r\n<\/blockquote>\r\n\r\n\r\n\r\n

    \u00a0 4 . Find out who will attend.\u00a0<\/h6>\r\n\r\n\r\n\r\n

    \u00a0Make sure all the key stakes holders will be there. And make yourself aware of who they are, what role they have, and how they can help you. (This can include speech therapist, behavior therapist, teachers, etc.)\u00a0<\/p>\r\n\r\n\r\n\r\n

    \u00a0\u201cIt is your right to know who will be there. If you believe someone is missing from the table, let the LRT\/Principal know and state your reasons why. Sometimes due to scheduling, we can\u2019t have everyone attend that we would like, but we do communicate with them and let them know what happened during the meeting\u201d.<\/em><\/p>\r\n\r\n\r\n\r\n

    \u00a05.\u00a0 Set your goals ahead of time\u00a0<\/h6>\r\n\r\n\r\n\r\n

    \u00a0Be clear about what you\u2019d like to see for your child. What tools do you think they need to succeed and how you\u2019d like to see them accommodated. Make sure all the goals you have and the eventually implemented goals are SMART goals \u2013 Specific, Measurable, Achievable, Realistic, and Time-bound.\u00a0<\/p>\r\n\r\n\r\n\r\n

    \u201cI like to ask parents what their expectations are for their child after school is finished. Do you see them working, living independently, living in a group home, attending life skills courses? Knowing what you expect and hope for as your child ages is a great place to start.\u201d<\/em><\/p>\r\n\r\n\r\n\r\n

    \u00a06. ASK Questions\u00a0<\/h6>\r\n\r\n\r\n\r\n

    \u00a0You have every right to slow down the meeting, stop and ask questions and ask for a thorough yet simplistic explanation of what\u2019s being discussed. If the meeting is moving too quickly, or you do not understand something- say, \u201cI\u2019m not quite following. Can we go back to XX, and can you explain that again\u201d This is the time to advocate, remember it\u2019s a team effort- and a big part of being on a team is making sure nobody is left behind.\u00a0<\/p>\r\n\r\n\r\n\r\n

    \u00a07. Swallow your pride\u00a0<\/h6>\r\n\r\n\r\n\r\n

    \u00a0Sometimes, as heartbreaking as it can be, we need to focus on the parts of our children that struggle. The areas where they fall behind. It can be challenging, but now isn\u2019t the time to focus on their strengths, but rather a time to advocate for them, and that means looking at the areas where they need help. Don\u2019t hide the truth; if you want to see them succeed, you need to be completely honest about all the bad and ugly aspects to put the proper supports in place.\u00a0\u00a0<\/p>\r\n\r\n\r\n\r\n

    \u00a0Ms. McNulty also added the importance of knowing your child\u2019s strengths.\u00a0\u00a0<\/p>\r\n\r\n\r\n\r\n

    \r\n

    \u201cThis will allow you to truly see your child as a whole learner. All children have strengths and needs; we need to record your childs\u2019 on the IEP. These specific strengths and needs must relate to the students\u2019 learning. <\/em><\/p>\r\n

    The strengths and needs section should be balanced. There shouldn\u2019t be more needs than strengths. You should not see strengths that say – is a nice boy, waves to friends – these are not helpful for anyone. Be specific and dig deep. It\u2019s never fun to think about what our children can\u2019t do, but having this written out means teachers will know where your child needs support and allow the school to figure out how to best support them.<\/em><\/p>\r\n<\/blockquote>\r\n\r\n\r\n\r\n

    \u00a0<\/em>So, as all parents embark on another school year, we send strength to those parents with the added role of advocating and fighting for your child’s needs; you got this!<\/p>\r\n\r\n\r\n\r\n

    [While most IEP processes<\/a> are the same, it may differ slightly between school districts]\u00a0

    For more back-to-school content,     check out our hub!<\/a>\u00a0<\/p>\r\n","protected":false},"excerpt":{"rendered":"

    \u00a0\u00a0IE…\u00a0What!? Understanding your child’s IEP \u00a0Any parent knows that there is no official parenting handbook. We\u2019re all just winging it, googling it, and trial and error. For parents of kids with additional needs, this couldn\u2019t be truer. From navigating complex medical issues, behavioral anomalies, etc., the paperwork and processes are tiresome and arduous before they\u2019ve<\/p>\n","protected":false},"author":20,"featured_media":4231,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2,3,1],"tags":[729,1389,728,732,730,731],"class_list":{"0":"post-3421","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-parenting","8":"category-school","9":"category-uncategorized","10":"tag-advocating-for-your-child","11":"tag-bts-schoolbegins","12":"tag-iep-meeting","13":"tag-school-iep","14":"tag-understanding-an-iep","15":"tag-what-is-an-iep"},"yoast_head":"\nUnderstanding your Child's IEP<\/title>\n<meta name=\"description\" content=\"Understanding your child's IEP. 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