Parents have a key role in the special education process. These suggestions may offer some guidance:

• Develop a partnership with the school. Share relevant information about your child's education and development. Your observations can be a valuable resource in your child's progress.
  
  
• Ask for an explanation of any aspect of the program that you do not understand. Educational and medical terms can be confusing, so do not hesitate to ask.
  
  
• Make sure the IEP (Individualized Education Program) or IFSP (Individualized Family Service Plan) goals and objectives are specific. This will ensure that everyone teaching your child is working towards the same goals. Take the IEP or IFSP home to think about it before you sign it. You have 10 school days in which to make a decision.
  
  
• Make sure that your child is included in the regular school activities program as much as is appropriate. This includes nonacademic areas such as lunch and recess and other areas such as art, music, and physical education.
  
  
• Monitor your child's progress and periodically ask for a report. If you think your child is not progressing, discuss it with the teacher and decide whether the program should be modified. As a parent, you can ask for changes to your child's educational program.
  
  
• Try to resolve directly with the school any problems that may occur with your child's assessment, placement, or educational program. In some situations, you may be unsure of how to proceed to resolve a problem. Most states have Protection and Advocacy agencies that can provide you with the guidance you need to pursue your case. Click here for Tennessee's Protection & Advocacy agency.
  
  
• Keep records. There may be questions about your child that you may want to discuss, as well as meetings and phone conversations you will want to remember. It is easy to forget important information that is not written down.
  
  
• Join a parent organization. Besides sharing knowledge, experience and support, a parent group can often be an effective force on behalf of your child. Parents often find that, as a group, they have the power to bring about needed changes to strengthen special services.

Parents of children with disabilities should be as involved in the IEP or IFSP process as much as they want to be and as much as much as they can be. The following are some ways in which parents can become involved:

What information can you bring to the M-Team meeting?

You have a lot of knowledge about your child. Because you are involved in the routine of everyday living, you are constantly gathering information about your child. Your special knowledge and insight can be valuable in planning your child's program. The following types of information will help the school staff in getting to know your child and planning your child's program.

Medical history and developmental information

• What type of medication does your child take?
• Has your child experienced any medical problem this past year which may affect his/her school work?
• Do you have any past correspondence regarding your child?
• At what age did your child learn to walk?
• At what age did your child learn to talk?

Recent changes in your child's life

• Have there been any recent changes in your family?
• Have there been any recent changes in the family's living style or environment?

Living skills

• What kind of self-help skills does your child have?
• What kind of daily living skills does your child have?

Rewarding activities

• Does your child take part in extra-curricular activities (for example, sports, art)?
• What does he/she enjoy doing during free time?

Techniques proven to be successful at home

• How do you handle your child's behavior at home?
• In what situations does he/she seem to work best?
• What household tasks does your child enjoy doing?

Future plans

• What are your long-range goals or plans for your child?
• What are some short-term goals that could be achieved through your child's educational program?

Preparation

• Before attending an IEP or IFSP meeting, make a list of things you want your child to learn. Take notes about aspects of your child's behavior that could interfere with the learning process. Describe the methods you have found to be helpful in dealing with these behaviors.
  
  
• Bring any information the school may not already have to the IEP or IFSP meeting. Examples include copies of medical records, past school records, or tests or evaluation results. Remember, reports do not say all there is to say about a child. You can add real life examples to show your child's ability in certain areas.
  
  
• Find out what related services are being provided. Ask each professional to describe the kind of services he or she will be providing. Ask what improvements you might expect to see as a result of these services.
  
  
• Ask what you can do at home to support the program. Many skills your child learns at school can also be used at home. Ask to meet with the teacher when your child is learning a new skill that could be practiced at home.
  
  
• Discuss methods for handling discipline problems that you know are effective with your child.
  
  
• Regard your child's education as a cooperative effort. If at any time you and the school cannot reach an agreement over your child's educational or development needs, ask to have another meeting. This allows you and the school to gather more information. If there is still a conflict over your child's program after a second meeting, ask for a state mediator or a due process hearing.
  
  
• When you feel teachers and school personnel are doing a fine job, tell them.

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