Your child’s IEP includes special education service hours, but you are sure what exactly those services look like? Can you answer the WHO-WHAT-WHERE-WHEN?
This is a common concern. Parents have the right to understand (and must take it upon themselves to be sure they know) exactly what IEP services look like for their child. The IEP may or may not provide all the details you need and are entitled to.
You may find that your child has pull out service hours for math, reading or speech (or many other things). You should know what exactly is being provided in those minutes, where they take place, who the teacher is, and how many other students participate.
Here’s one scenario: “Amy” has writing goals on her IEP, as well as writing “service” hours on the services page towards the end of the IEP. But what service is she receiving exactly? Is it a push-in (inside a general education classroom), or a pull-out (outside the classroom)? Or, in middle or high school, she may be assigned to a “co-taught” English class. Amy’s parents ask the team, “what services is Amy getting to address her writing goal?” The answer from the team is “she is in co-taught English” This is not an acceptable answer. “Co-taught English” is a place and a course assignment, not a service. At all levels, the team should be able to answer the who, what, when, and where. Parents have the right to know the answer to all of these questions.
It may be possible to get appropriate special education services (specialized instruction) inside general education, co-taught classes, or pull outs, but that is probably not happening unless you can answer these basic questions.
Ask yourself (and your IEP team): Who (which staff person) is providing specialized instruction? How much specialized instruction (time)? Which days and times? Where is this occurring and when? What is the child missing during those times? Are staff using any specific curriculum, program or intervention? Are they trained in that intervention? Is it evidence-based? Is it one-on-one, or in a group? If in a group, how many students are in the group? Do those students have similar needs and skill deficits? How are staff collecting progress data on IEP goals and objectives?
If your team cannot or will not answer these questions, that’s cause for alarm, to seek further assistance, and to keep asking questions.
This blog post is for informational purposes only. It is not legal advice and does not create an attorney-client relationship.
If you need advice from an education lawyer or special education advocate, you can schedule a call HERE.