Whoever makes up the team must write the IEP together. The IEP meeting must take place within 30 days after deciding that the child qualifies for special education services and other related services.
This meeting is a chance for each team member to share important information. It also allows everyone to agree and understand what services and supports the child requires. This is a great opportunity for everyone to work together.
Following are the different members you need on your child's IEP team.
Parents
Not surprisingly, parents are important members of the IEP committee. This is because parents are very familiar with their children. Not only can parents listen to what others think about their child's educational progress, they have the chance to report how things are going at home.
During the IEP meeting, parents can give insight about their child’s strengths and needs. In addition, parents can provide insight into how their child learns, what interests them, and many other things. They can also inform other members of the IEP committee about how they would like to improve their child's educational experience.
The Teachers
Teachers play a vital role in IEP meetings.
Special education teachers are a valuable source of information when writing IEPs and educating children with special needs. After all, they will be the primary teacher helping to implement these strategies and goals in the child's education.
If the child participates in regular education, at least one regular education teacher must be a member of the IEP team. The regular education teacher shares annual goals and curriculum progress and discusses the support that school staff needs to provide for the child.
Additional professional development may be provided for school staff. This will include anyone who will be interacting directly with the child to make sure the child’s needs are being met.
An Evaluation Report Interpreter
An evaluation specialist—someone who can interpret the report – should also be a member of the IEP committee. The evaluation specialist will assist with designing appropriate instruction for the child.
The evaluation results are helpful in determining the child’s current levels of performance and areas where the child needs help. The evaluation specialist should discuss the educational implications of the evaluation results for the child, which helps the IEP team plan appropriate instruction.
A School System Representative
A school district representative should be on the IEP committee. The most important aspect of this person's role is their ability to provide and discuss implementation of the necessary resources for the child’s progress at school. This person should be very knowledgeable about special education within the district and about how to educate students with special needs.
Others
Although not as necessary as the aforementioned IEP committee members, others might benefit the IEP team.
For example, parents might consider inviting a child advocate— a professional who is knowledgeable about the child or children with special needs. Parents may also invite others who have worked directly with the child who can discuss the child's strengths and needs.
Other school district professionals, such as related services professionals or paraprofessionals, might be invited as well. They may be invited for various reasons. For example, related services professionals can share their expertise on the child's special needs and how they can meet them. Paraprofessionals who have worked with the child may also be able to provide insight on the child’s academic and behavioral performance.
Other professionals that might be invited to participate in IEP meetings are psychologists, speech-language pathologists, and physical or occupational therapists.
The Student
Last but not least, the student can also be a member of the IEP committee. The student must be invited if the topic of transition services or needs will be discussed during the meeting. Students are increasingly participating in and leading their own IEP meetings. It gives them the opportunity to be directly involved in and take ownership of their education, and it helps them learn about self-advocacy.
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