3 minute read
THE ABC’S OF IEP’S
By Sheila Wolfe
As we say goodbye to 2020 (good riddance!) and ring in the New Year, many of us have spent some time counting our blessings. We all countour loved ones with special needs as one of those blessings, but this blessing is also one of our most fundamental challenges in life. To help you best meet that challenge, first, you must identify and understand all the needs present in your special person.
When referring to those needs in “school-speak,” we are discussing the student’s Present Level of Performance (PLOP). This can also be referred to as the student’s present levels of academic and functional performance. The specific list of needs for every child is unique to that child.
There are numerous sources for this information. The diagnosis(es), if you have one, is one piece of that puzzle. Most doctors will include a list of recommendations with any assessment report they write. If this is not part of the report, make sure to ask the doctor to provide this. These recommendations will Needs can be classified into some common areas which must be addressed appropriately in the Individualized Education Plan (IEP) for that student. The areas correspond (or should correspond) to the educational evaluations completed by the school on the student to develop a precise level for each of these areas of need. The school must assess the student in all areas of suspected disability. Among the areas tested (as appropriate) are development, cognition, academic achievement, functional skills, adaptive behavior, communication, fine and gross motor skills, sensory processing, vision, hearing, social and emotional functioning, and any relevant medical information.
The CDC’s website has a printable table of developmental milestones beginning at 2 months and ending at 5 years old. You can access this information at https://www.cdc.gov/ncbddd/actearly/ milestones/index.html. Completing checklists like this can help parents and school personnel understand the delays present in the student. This is especially helpful for new parents who may not have previous experience to draw upon when trying to determine if their child has any developmental delays.
It is important to emphasize that some students do not have any academic needs (meaning they are able to complete grade-level work), but they may still have needs which would qualify them for an IEP. Often those needs are social, emotional, or behavioral rather than cognitive. Parents need to be experts in the needs of their child and know about their educational rights. Any need that requires special education qualifies the student for an IEP. Schools are required to meet ALL the needs of any student who qualifies for special education.
If the nature of the student’s need does not require special education, but does require accommodations or related services, the student can be served through a 504 Plan. This is a written plan which outlines the supports and accommodations a school will provide to “level the playing field” for any student who may be operating at a disadvantage as compared to his peers. An example may include a student who has a diagnosis of ADD or ADHD. In most cases, the school should provide these students with additional supports for recording and turning in homework, prompting them to stay on task, and help with organization among other possible supports.
It is up to the Case Conference Committee to review all available information on the PLOP of each student to determine if the student qualifies for an IEP, a 504 Plan, or does not qualify as a student with special needs. In any situation, if a parent disagrees with the school’s evaluation and reports on the student’s PLOP, the parent has the right to ask for an independent assessment at the school’s expense. We will discuss this topic more in next month’s issue.
