Book Review: IEP and Inclusion Tips for Parents and Teachers

   Does the term IEP sound familiar or unfamiliar to you? For parents of children with learning or behavioral challenges that can affect their schoolwork (I happen to be one of those parents), it may be a very familiar term. An IEP or Individualized Education Plan is supposed to help children with disabilities or other factors which affect learning stay in regular classrooms with their peer group rather than being separated. In order to do this, special resources or accommodations may be necessary. Examples of behavioral or learning challenges that children face include dyslexia (a reading problem) to ADD or attention deficit disorder. Children being treated with chemotherapy for cancern may have reduced concentration or memory deficits as a result. 

     As most parents of children who need IEPs know, quality inclusive education does not just happen automatically but requires parents who are pro-active and who make sure their children get adequate support and help. The book, IEP and INCLUSION TIPS for PARENT AND TEACHERS by Anne I Eason and Kathleen Whitbread can go a long way in helping parents make the most of IEP meetings and make sure the schools follow the legal requirements.

       It is written in a very user-friendly way, with key points set in small, easy to read paragraphs. It is not hard to wade through but a simple,step by step guide to the whole IEP system. 

     The first part of the book covers the high points of laws relating to IEPs as well as vital details about getting prepared for the IEP meeting. There are 18 steps recommended for parents to follow.I have to admit that even though I considered myself a seasoned participant in IEP meetings, I'd forgotten some of these steps, such as the fact that I could request in writing that the school pay for an independent educational evaluation at the school district's expense if I found any flaws or faults in their first evaluation.  I was also reminded that I could  get a copy of all records maintained since kindergarten - or in some districts, I could get "access to them." 

       The chapter on what to do during the IEP meeting was particularly helpful, from suggesting that parents project confidence to the reminder that they need to consider themselves key participants in IEP meetings, not just bystanders. We always have a trained advocate with us and this is strongly suggested. Ours has been invaluable.

       By the way, did you know that the law requires that a discussion of assistive technology needs be conducted for every child as part of their IEP? Assistive technology can range from special touch screens to speaking books or computers for deaf children. Some children may be best served by having portable laptops, if appropriate.

       I also liked how the book addressed the major different learning styles of students from linguistic (children who learn by reading) to Bodily-Kinesthetic (often know as "hands on" learners or those who get to build or touch things to get a sense of how it works).

       Other sections focus on how to track progress of IEPs, writing goals and objectives that are truly  measurable, handling disagreements firmly but tactfully and forming effective partnerships between families and schools.

         Finally, but not unimportantly, there is a part of the book which focuses on Favorite Web sites - with everything from Inclusion Resources to Education Law sites to Governmen Rsources  to the author's Personal Websites. This small paperback, less than 80 pages long, had more information crammed into it than similar books I've read that were three times as long! I strongly recommend this one for parents who need to up their learning curve when it comes to inclusion education and who want to make sure their child doesn't slip through the cracks.