It’s now more important than ever to communicate with your school teams.
If you’re struggling with the delivery of your student’s IEP mandated special education services, please document when services are missed, incomplete or don’t meet your child’s IEP goals and objectives. Both the state and federal government encourage parents to have a voice in this process (full guidance attached below).
Contact Darien SEPAC
The most recent working document from the State of Connecticut Department of Education explains that districts need to include parents and students in this process:
“Allowing parents to provide feedback provides patents and ultimately, students a voice in the process, rather than simply notifying them the result. This communication should be ongoing throughout the implementation of the plan so that educators delivering and/or overseeing the services can make adjustments when appropriate.”
The federal government also highlights the importance of family involvement:
Work Together, Get Creative.
“The Department encourages parents, educators, and administrators to collaborate creatively to continue to meet the needs of students with disabilities. Consider practices such as distance instruction, teletherapy and tele-intervention, meetings held on digital platforms, online options for data tracking, and documentation.”
Compensatory services may be needed.
“Where, due to the global pandemic and resulting closures of schools, there has been an inevitable delay in providing services – or even making decisions about how to provide services – IEP teams (as noted in the March 12, 2020 guidance) must make an individualized determination whether and to what extent compensatory services may be needed when schools resume normal operations.”
“IEPs also must be reviewed annually. 34 C.F.R. §300.324(b)(1). However, parents and an IEP Team may agree to conduct IEP meetings through alternate means, including videoconferencing or conference telephone calls. 34 C.F.R. §300.328. Again, we encourage school teams and parents to work collaboratively and creatively to meet IEP timeline requirements. Most importantly, in making changes to a child’s IEP after the annual IEP Team meeting, because of the COVID-19 pandemic, the parent of a child with a disability and the public agency may agree to not convene an IEP Team meeting for the purposes of making those changes, and instead develop a written document to amend or modify the child’s current IEP. 34 C.F.R. §300.324(a)(4)(i).”
United States Department of Education Supplemental Fact Sheet
State of Connecticut Bureau of Special Education Working Document
Connecticut Resource: Special Education Equity for Kids (SEEK) of CT
SEEK This Week: Thursdays at 7 PM
Special Education Town Hall Discussion