Missouri parents enroll IEP students

As parents in Missouri enroll their IEP student for school year 2015-16, they may not be aware school’s  staff doesn’t really understand the needs of the child.  This is why the Congress put the IEP process into place and the opportunity for a parent to trigger evaluations.the-iep-center (800x640)

Parents can check to see how many years’ have passed since the school last did a COMPLETE evaluation of the child to assess all areas of SUSPECTED disability.  Parents can request the school do this after one year has passed.  Parents can submit their private evaluations from outside professionals at any time to the school.

Also, parents can trigger the school to pay for outside evaluations, called “Independent Educational Evaluations”.  There are parameters for this including that it is triggered by the parent as a result of the parent’s disagreement with the evaluation conducted by the school district.

Independent Educational Evaluations (IEE) often prove helpful to both the student and staff since the IEE often points out areas that need to be addressed.NICHCYphotomagnifyglass3-198x300

Delays in taking action to get support for a child may have ramifications.  It is usually beneficial if the parent pursues correction early since issues may snowball into larger problems.

Parents in Missouri who need help dealing with the public school for their child with an IEP can consult with a professional special education advocate at The IEP Center.   Advocates also help parents when the parent wants an advocate to go to a meeting at the school with them!  Never go alone.

Parents often need to work to make sure the pubic school system isn’t failing their child.  Passing grades doesn’t necessarily mean your child is learning.

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Special Ed student’s para: how much help?


Johnny has in his IEP that he is assigned a paraprofessional to assist him between classes and during four of the six classes.  This is to help him with staying on task and academics.

During the times that the para is not assigned to work with Johnny, the para is directed to assist a small group of students working on academics.  However, on days where a substitute teacher is involved, the paras role changes.  The para is instructed to work with larger groups of students of which Johnny is one.

Unknown to the parent that this is happening, the IEP does not address this scenario.  Parents need to address what “Plan B” is for their child on days when a substitute teacher enters the picture.

Might a possible solution include bringing in a para sub to fill the gap?

Advocates at http://www.theiepcenter.com  can talk with parents about this.