(This is part 1 of 5 discussing IEPs in Connecticut.)
The IEP process can be initiated by either the parent or the school. At a parent’s request, the school must evaluate a student, at no cost to the family. When requesting an evaluation, the parent should identify any specific learning or behavioral concerns and consent in writing to an evaluation. If the school does not respond within one week, there should be a friendly follow-up inquiry to determine how the school plans to respond.
In general. the goal of an IEP evaluation should be to determine whether the student is eligible for “special education” services. The evaluation process is fluid and must account for not only academic performance, but other issues such as social skills and attention issues. In fact, the notion of “disability” for these purposes is very broad. It includes, for example:
- Speech and language issues
- ADD and ADHD
- Serious emotional problems
- Intellectual and learning disabilities
- Physical problems
- Neurological problems
- Autism Spectrum
There is no uniform set of factors or tools used by schools in conducing IEP evaluations, but schools will generally conduct a “comprehensive” evaluation with a focus on specific areas that may be causing concern. These evaluations should account for all factors and considerations that, on a commonsense level, inform on the student’s situation, including formal records, test results, classroom observations, and meetings with the student and parents.
There is no requirement that parents attend an IEP evaluation. Nevertheless, it is worth repeating that parents’ questions and input are an important part of this process. This will help ensure that learning issues are thoroughly considered and that the school is accountable to its obligations.
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