Education
Perspectives on Parenting©
by Nancy Lambert Davenport


Nancy Davenport's Column:
For Richardson News 01-24-99
Copyright Nancy Lambert Davenport 1999


"An ARD (Admission, Review, & Dismissal) Meeting"


Last week, I wrote about how to get ready for the ARD, a meeting to decide a special education student's Individual Educational Plan (IEP) for the next year. Once a family has been through those steps they are ready for the meeting to develop the IEP. Every student who has disabilities, by law is to have an IEP. A copy of that IEP should be given to any teacher who has contact with that child. Without it, a teacher may fail to teach to the best advantage of the student.

So how can a parent assist the IEP committee develop a plan that will best help a student grow? According the ARC's(previously the Association for Retarded Citizens) publication, "It's a Good Idea!," there is much a parent can do.

The most important way to help is to attend the IEP meeting. Don't hesitate to take someone with you for support, such as a family member, a friend, or some other advocate. These meetings are critical and may be difficult because they are dealing with your very vulnerable children. It was years before I could get through one without crying. Take with you a support person who knows your child well and knows about creating an IEP.

Even though it is an emotional time still expect to accomplish important things for your child. Once there, be sure you know everyone and why each person is attending. After introductions, probably the first item on the agenda will be to review your child's abilities. A natural tendency for some people is to start talking about all the areas in which a child is deficient. If that happens, politely but firmly interrupt and suggest that instead of discussing how to fix deficits you would prefer to build a program on your child's strengths. This is very important and very difficult for some educators to do. Insist upon it though. Over time they will appreciate and understand that this is really the only valid basis for effective teaching and leading.

Once strengths are itemized, share your reports from people not in attendance but who have contact with your child. This may be a therapist, a sibling, an employer, a friend, a doctor, or other consultant.

The next step will be to review progress on previous goals and objectives from the past year's IEP. Do not move on until you understand what progress your child has made as a result of the services he has received from those very people around the table. If you do not understand something, keep asking questions until you are satisfied. If your child is old enough to be present, check his understanding and ask for input. The group may gain great insight when the student speaks for himself.

Once the previous IEP has been reviewed, the next step will be to develop new goals and objectives. If someone turns up with a list already written out and you have not been a part of preparing that list, ask them to put the list away. Remind them that this group is meeting to design a new version of an IEP not rubber stamp one put together by one person.

This committee will also decide if the student will be taught all or part of the material which most students receive in that grade level. They will decide what other areas of learning would benefit her. At this point the committee will design any modifications that will be necessary for the best learning environment.

While doing this, be sure it is clear how your child's progress will be measured for each objective. There should also be a good plan for behavior management with which you agree. Don't close out the meeting until it is clearly written exactly how many hours and minutes a day your child will be spending with his peers without evident disabilities, how she will participate in extracurricular activities, and whether there is strong justification for why, if it is true, he will be placed outside of the regular education classroom for any part of the day.

If you as a parent do not agree with any part of the IEP, you do not have to sign the document. Request a recess for 10 days and seek a third party mediator to help settle your disagreement at another meeting. If still it is not to your satisfaction, you may want to call the Texas Education Agency (TEA) at 1-800-252-9668 and discuss the next step with them. In the meantime pick "It's a Good IDEA!" from the ARC of Texas (1-800-252-9729) and read it cover to cover. Most of the information from this and the previous column came directly from the publication. It will tell you all you need to know and give you confidence to go to the IEP meeting prepared to do the best for your child.


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Nancy Lambert Davenport
EMAIL: ndavenport@ticnet.com
URL: http://www.nancyldavenport.com