Questions to Consider in Developing Your Child’s Draft IEP
IEP Guide
When developing your child's IEP with your team, there are several things to consider to make sure he or she is getting the best possible education. Below is an excerpt from Autism Speaks Guide to Individualized Education Programs.
Classroom and Peers
- Should my child be in a mainstream or special education class? Both?
- Should he/she be partially or fully mainstreamed?
- What transition plan should be in place for mainstreaming?
- What type of special education class would be ideal?
- If special education is appropriate, what are the educational classifications and cognitive and maturity levels of fellow classmates?
- How many other students should be in the classroom?
- How old should the other students be? What range of skill level should they have?
- What extracurricular activities should be available?
- How far is the class from home? What distance am I comfortable with?
- What type of classroom or behavioral or teaching support(s) and accommodations my child needs to be supported in the least restrictive environment (whether in a selfcontained, mainstream, or hybrid inclusion classroom)
Class Content
- What specific topics do I want in the curriculum? What don’t I want?
- Are there specific known programs that would work for my child?
- Will my child take any statewide assessment exams? What accommodations will be necessary?
Related Services
- What specific support services does my child need?
- Transportation
- Development services
- Corrective services
- Artistic services, art therapy
- Music or dance therapy
- After school or weekend services
- Assistive (augmentative) technology and consultative support
- The “transition services” point should add a parenthetical qualifier: “(generally at age 14 and older)”
Goals
- What specific measurable goals are appropriate?
Transition Services
- What services does my child need to be ready to (consider if appropriate)…
- Live on his/her own?
- Go on to higher education?
- Work?
