Parents as Partners in the IEP Process

The Utah Parent Center provides important information for families of students with special needs. One of the many resources included on their site is a link to the PDF version of Parents as Partners in the IEP Process. This handbook can help parents not only navigate, but also become active participants in the IEP process from their student's initial referal and evaluation to the student's graduation and transition to post-school life.

Individuals with Disabilites Education Act (IDEA)

IDEA’s history began in 1975 with the Education for All Handicapped Children Act (EHCA) that guaranteed students with disabilities access to the least restrictive environment (LRE) for learning possible. Additionally, EHCA listed categories under which students with disabilities could qualify for services. EHCA was reauthorized 15 years later as IDEA, replacing the label “handicapped” with the more appropriate term “disability.” The reauthorization altered more than the existing name, however. IDEA added and strengthened existing services for children from infancy to five years old as well as students nearing the end of their education experience. Two new categories of disability were also added during this reauthorization: autism and traumatic brain injury (TBI). Seven years later in 1997, general educators were acknowledged as important contributors in students with disabilities’ education and were thus finally included in the teams of professionals and parents who developed individualized education plans (IEPs) for students

The most recent reauthorization of IDEA in 2004 resulted in another—but less drastic—name change. Now called the Individuals with Disabilities Education Improvement Act, IDEIA simplifies paperwork, requires all students to participate in standard assessments, ensures highly qualified special education teachers, and designates funding to be used for prevention. IDEIA also allows for more flexibility in identifying students with learning difficulties through the response to intervention (RtI) process; students who fail to make progress despite increasing support can be recognized as having a learning disability.

Information taken from “The Foundation for Educating Students with Special Needs” (Ch. 1) in Including Students with Special Needs: A Practical Guide for Classroom Teachers

            Since the information—and actual legislation of IDEA or IDEIA—is extensive, some websites have prepared useful summaries of its content for parents and teachers alike. The National Dissemination Center for Children with Disabilities (NICHCY) is an excellent source of information about the act. NICHCY includes summaries of IDEA as well as access to the official legislation. The website also offers links to areas addressing the needs of specific demographic groups such as children 3-22 (Part B of IDEA) and infants and toddlers (Part C of IDEA). Links beneath “Children 3-22” include resources on parental rights, the special education qualification process, IEPs (individual education plans), information about adapting instruction to students’ unique needs, and preparing students for life after graduation.

            Easy access to this information is essential for parents and educators, so they can become better advocates for their children and students’ rights. Increased understanding of the act’s regulations and definitions is also important to implement IDEA for the maximum benefit for students at every stage of their development.