Active Parent Participation in IEP Meetings

Parents play an important role in developing educational programs for children. In order to increase the participation of parents, instructions for actively participating in parents' participation in the creation of Individualized Education Program (IEP) have been added to the Education Law for Disabled Persons (IDEA). According to Lo (2008), when IDEA is re-approved in 2004, additional parent rights are added, parents and school agree to absence and agree to document, so parents and IEP team Each member must attend.

Parent involvement in the IEP process is very important. School districts need to take measures to ensure that one or both guardians attend or attend each meeting. Parents need to be informed about their children's IEP conference as soon as possible so that they can participate. Also, the notice needs to be informed about the purpose of the meeting, the time, place, and other people attending or inviting. If the school district can not persuade parents' participation, the school district needs to take steps to ensure parental participation (eg, home visits or personal telephone conferences). In this case, the school district must record the time and place he tried to arrange for the parties to agree.

Perhaps the most basic form of parent involvement is the right to ask questions and recommend with children's IEP. Prior to the IEP meeting, the district did not allow "immutable" IEP plans (violations are called preliminary decisions). Instead, the school district needs to maintain open minds at the IEP meeting and discuss and discuss parent advice about children's educational programs. In the Deal ex re Deal, the court refused to discuss the plan he or she wants in the IEP, and the area decided to preliminarily determine the IEP and violated FAPE. There is no open mind in the school district, so you can consider other alternatives. The method of teaching investment in the district is different from what parents demand. The school district refused to discuss parent's recommended plans because parents invested in their plans.

Parents must have the opportunity to participate in decision-making meetings on children's special education programs. Parents take part in an Individualized Education Program (IEP) conference to learn about the child's special educational qualification, assessment, educational status, and other matters related to children's free and appropriate public education (FAPE) I have the right. Parents must obtain written consent before children receive special educational services. Before changing special education services, parental consent must also be obtained. School districts need to ensure that parents understand the procedures of the IEP team meeting, including arranging for interpreters for parents of the hearing impaired and for people whose native language is not English.