While secondary transition must be incorporated into a child’s IEP when he or she turns 14, planning for transition should begin much earlier.
Special education advocates are available for hire to help families navigate IEP meetings and processes.
Learn about the special education process and your role as a parent in this process.
After reviewing your Prior Written Notice or other documents, call the Parents’ Place of Maryland or your Local Family Support Coordinator with any questions. Ask about language you don’t understand and discuss different options. They can help prepare you for upcoming meetings.
Review any recommendations made in the evaluation reports. This information can give you an idea of the goals and objectives to address and to spark questions. Feel free to ask questions about why a recommendation may not be incorporated into a goal or objective
A paraeducator’s role in the classroom typically involves providing extra support during a teacher’s instruction to allow students with an Individualized Education Program (IEP) to participate in general education lessons.
Service delivery models refer to the framework for the delivery of special education services. For example, services may be direct or indirect.
One way a child’s teacher can help families feel more at ease and make the first IEP meeting as successful as possible is to provide families with a handout that defines IEP terminology and acronyms.
If you wish to request an evaluation for your child, you must send a written request to the child’s principal or local special education administrator. If you need assistance writing a request for evaluation for your child, Maryland Learning Links has drafted a template for your reference.
Maryland Learning Links has compiled 52 tips to help families and service providers alike hold successful and smooth IFSP and IEP meetings. One tip each week will be shared on the Maryland Learning Links Facebook and Twitter pages, and the tips will also be listed below throughout the year for your reference.