1. Request Evaluations in Writing or get Independent -Evaluations
Your child can be assessed in any area of suspected disability and for any services needed for him/her to benefit from school. For example: assessments may be done of reading or math levels; on the modifications needed to fully include your child; for therapy services (OT, PT, speech, mental health) and to identify assistive technology like a communication device. If you disagree with the school district's assessment you can obtain an independent assessment at public expense. Always request assessments in writing. The new law requires that parents consent to the evaluations.
2. Ask to Obtain Evaluation Reports One Week Before IEP Meeting
Whether you or the school district requested the evaluations, ask the school, early on, to provide you with copies of the written evaluation reports a week before the IEP meeting. This is very important so that you can read the reports, discuss them and plan for the meeting.
3. Plan for the Meeting with a Friend or Advocate
There are parent information and training centers in each state. In some states, parent advocates from these centers may accompany a parent to an IEP meeting (A list of the federally funded parent training centers are available on the web at ). You may also want another parent who is knowledgeable about your child and familiar with the process, to accompany you to the IEP meeting.
Review any assessment reports with this invitee-person, identify your aims for the meeting, think about what your child accomplished last year and what you hope he or she will learn next year. Identify the special difficulties or strengths of your child that you want to brink to the school's attention. If you are seeking full inclusion or increased integration, identify how your child interacts with children who do not have disabilities outside of school and what makes it successful. Be sure to use, in the IEP, any successful experiences and/or strategies that have been used out of school.
4. Consider Full Inclusion
The law says that to the maximum extent appropriate, as decided by the IEP team, children with disabilities shall be educated in their neighborhood schools and attend regular classes with supplemental aids and services. Today, many researchers and parents believe all children with disabilities can and should be fully included.
5. Make a List of the Points You Want to Raise at the IEP meeting.
It is normal to get nervous or distracted at a meeting with several professionals. Thus it is good to make a list of points and questions in advance so you won't forget. You can check off points as they are discussed and jot down the answers to your questions.

6. Bring a Friend, Advocate and/or a Person Who Knows Your Child.
You can invite anyone you want to your child's IEP as long as they have "knowledge or special expertise regarding the child". It is always a good idea to have someone with you. If there is a day-care operator, grandparent, tutor, behavior specialist or other person who knows your child and his/her learning style, it can be helpful to bring them to the meeting.
7. Don't be Afraid to Ask Questions, Make Sure You Understand Any "Jargon!!
Schools should explain all findings and recommendations in easily understandable language. District staff use the same terms every day, and may forget that the world doesn't know what they mean. Some parents don't ask questions because they feel it makes them appear unintelligent or unsophisticated.
8. Discuss Present Level of Your Child's Performance
Take an active role in presenting informal and formal observations based on your experience. Your input should be included in the IEP. Discuss reports, assessments, yours and the teacher's observations of your child's performance, and record his abilities and issues.
9. Develop Annual Goals and Short-Term Objectives
Review progress on prior goals, then formulate new goals and objectives. If you want your child to have greater integration or full inclusion, then you should request objectives that include interaction with non-disabled students, e.g. "Molly will learn to take turns by playing a game with non-disabled peers."
10. Identify Full Inclusion or Integration Opportunities and the Supports Needed for Success
The district must provide supplementary aids and services to accommodate the special education needs of students with disabilities in integrated settings including (for example) a trained aide, use of a tape recorder or assistive listening device, an inclusion specialist to help the regular education teacher modify curriculum or a behavioral plan to address the need for behavioral supports.
11. Describe the Placement for Your Child and Identify Specifically the Supports and Related Services Needed
All related services and related service providers, such as speech therapy and speech therapists, should be identified including frequency and duration, for example; twice a week for one hour. The parameters of the placement should be clearly stated; for example, Karen will be fully included in second grade with a full time aide or John will be provided speech therapy in his regular class five times a week. You do not have the right to require the district to provide its services from a particular person in a particular classroom. Specific placement options should be, however, discussed at the IEP.
12. Sign the IEP Only If Your Are Satisfied
The absence of a parent's signature does not necessarily preclude the school district from moving forward with your child's IEP However, you do not need to sign the IEP at the meeting-you can take it home to discuss with others and think about it. You can consent to only part of the EEP so those services you agree with can begin. If you sign the EEP and later change your mind, you may withdraw your consent by writing to the special education administrator. If you and the district disagree on services, the last agreed upon IEP remains in effect while a due process hearing is held.

13. Meet Your Child's Teacher
Meet your child's techer(s) at the beginning of the year - be a classroom volunteer if possible and/or participate in school activities. Parents have different amounts of time and money, analyze your situation and then contact the teacher or school to determine how you could be of assistance. If you work during the day you may be able to help prepare materials in the evening in your home. You will become more familiar with the school and its staff and you may be in a better position to support your requests for appropriate services for your child.
14. Support Your Child in Developing Friendships with Classmates
Encourage and facilitate your child in making contact with friends outside of school and to make play-dates. Having friendships with children with and without disabilities will help your child be part of his/her community.
15. Monitor Your Child's Progress
You may want to arrange for a regular communication system with your child's teacher such as a notebook which goes back and forth to school. Note projected target dates for your child to master particular skills and ask the teacher to let you know of his/her progress. Monitor that supplementary aids and services are actually provided and other IEP components are being implemented.

16. You can Request mediation
You can request that a mediation be held between you and the school district to attempt to resolve differences without a formal due process hearing.
Additionally, states are supposed to have procedures for filing a complaint with the state Dept. of Education (DESE) if a violation occurs. If you do not feel comfortable asking the school district for those complaint procedures, you can see the complaint process under the Due Process link on this web page, or contact and request procedures for filing a complaint. A compliance complaint is filed when you believe the district has violated a part of special education law or procedure. The complaint is investigated by the district or DESE and a written determination of whether the district was/is "out-of-compliance" is made.
17. You can File for a Due Process Hearing
If you and the school district cannot agree on the special education services appropriate for your child, you can file for a due process hearing. When you and the district disagree about your child's eligibility, placement, program needs, integration, related services or failure to implement the IEP, either of you may request a due process hearing. At the hearing both parties present evidence to an independent hearing officer (hired by DESE). The Hearing Officer(s) will decide on the facts and the law and issue a written decision. You may appeal an unfavorable decision to a state or federal court.