IEP for dyslexic children.
An Individualized Education Program (IEP) is a customized plan for students with special needs, outlining goals and services to support their educational success. It ensures personalized learning tailored to each child's unique abilities.
An IEP for dyslexic children is tailored by including specific interventions and accommodations to address their reading challenges. This can involve specialized instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension. Accommodations might include extended time on tests, access to audiobooks, and the use of assistive technology. Goals are set to improve reading skills, and progress is regularly monitored to adjust the plan as needed.
Steps for an IEP:
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This step in an IEP starts the process of looking at concerns a student might be experiencing in school. This referral can be initiated in two ways: Parents may put in writing and send to the school their concerns and request for the review of special education services for their child. processes for the school to evaluate must be completed within 60 days of the parents written request. Teachers may also submit concerns due to poor performance in the classroom.
Parents will receive written documentation and must consent before the special education team can move forward in the process.
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Generally a school calls a meeting to discuss concerns and Interventions that have already taken place and whether they are successful for the student.
The team will decide as a whole whether to evaluate the student for further evidence of disability.
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After the evaluation has been completed by the school psychologist, the team (parent, school psychologist, general education teacher, special education teacher, someone from administration) will discuss findings from evaluation and determine if a student qualifies for a disability.
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During this process, the team will reconvene and discuss disability and set goals for the student to work towards within the next 12 months. Accommodations will also be discussed that will help the student in the classroom. All team members must agree on goals as they are setting them. Parents do you have the right to disagree and ask questions during this process. Once this process is complete, students will receive special education services during the academic school day which includes accommodations that were agreed upon during this meeting in order to make the student more successful.
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Every 12 months, the team will reconvene and review the progress of the goals and how accommodations are going in the classroom. New goals or continuing of old goals will be agreed upon, along with accommodations that will be followed for the next upcoming 12 months.
Parents have the right to call a meeting at any time during the year if they have concerns or feel accommodations need to be reevaluated. It’s important to stay on top of this, and if you feel things are falling through the cracks, schedule a meeting before things get out of control.
If you are new to a school and already have an IEP, the special education coordinator should contact you within the first 30 days of school to review the services on the IEP and discuss any new information that might need to be addressed. However, we highly recommend taking control and scheduling that meeting during the first week of school or the week before to ensure your child has everything they need, especially if they suffer from anxiety.
IEP FAQ
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IEP - Individualized Education Programs (IEPs). These programs are developed and implemented to support the needs of children within schools.
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If you do not have it get a binder or file system for all the paperwork work pertaining to your child’s IEP.
Before the end of the year, you want to make sure you schdule a meeting with the teacher and or IEP team in person (highly recommended)
You should Prepare a list of your child's present levels of performance. (Bring your binder with you). The list includes your child's strengths and the areas that are challenging.
Cross reference this with your teacher.
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If there’s things that need to be added to the IEP for next year, make sure that this is noted and you send an email to the teacher, IEP team (depending on grade) and head of special ed that you want an amendment to the IEP.
As a parent, you want to make sure you are on the same page with the teacher before the end of the year, because you are going to speak with the new teacher in the next school year.
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You may want to request looking at or visiting the new classrooms for the next grade especially if you’re changing schools so your child can see. If you cannot do it at the end of the year, we highly recommend that you do it before school starts so your child knows where the bathroom is and knows where their classes are.
We recommend sending an email to anyone that was helpful to you or your child during the year.
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As your child gets older, there may be things that they don’t need anymore on the IEP. Make sure to discuss it with your child before removing it throughout their academic growth.
Our tip: Has your child emailed the teachers that were helpful and thank them for assisting them during the year? Make sure this is something tht is always included in your process.
Find out if there’s any summer requirements that your child needs to make up or if there’s anything that would be helpful for them to do in the summer. Ask for resources as well. You also need to know your child. Sometimes kids need a break for a little bit from school so they can start fresh the following year stronger.
After school is out make sure you put your binder and or filing system in a place where you can remember because you’re going to want to have it handy to be able to connect with the IEP team and teachers before school starts (see IEP start of school checklist) coming soon!
If you need to speak to a professional or need further guidance on identifying whether you or your child has dyslexia, feel free to reach out to us by clicking the button below.