Although the IEP (Individualized  Educational  Plan) process can be overwhelming and sometimes challenging for all involved, ensuring proper communication with parents can result in a positive experience for parents, staff, and administrators.  Effective communication supports the development of the teacher-parent relationship, resulting in a more positive teaming experience.  When communicating,  determine the preferred mode of connecting with parents.  For some parents, emailing is best, while others will prefer an occasional phone call.  Some schools have systems for texting that do not involve staff disclosing personal cell phone numbers.  

As soon as the IEP is scheduled, a proactive step for including parents is to send out an informal survey on how they see their child.  This could involve their perception of their child’s strengths, challenges, social skills, daily living skills, recreational involvement, personal concerns, etc.  If this is a child of transition age (14 years and older), the survey should include specific areas of transition related to employment.  What are their expectations for this child following graduation?  Where would they like to see their child in the future?  Would parent expectation be that the child would be moving on to a two-year or four-year college?  What type of careers could they see their child involved in?  By involving parents from the beginning, parents feel involved and heard.  This information should be incorporated into the IEP and used to direct the course of the plan.  

Before the meeting, inform the parents of specific topics of discussion.  Will the team discuss the qualification for services, changes, or additional services?  Will specific behavioral concerns be discussed?  By preparing parents in advance, they will have more time to process these topics, allowing them time to add beneficial ideas.  This also gives them time to work through any emotions tied to specific topics.   

During the actual IEP meeting, welcome the parents and involve them from the start of the meeting.  Offer water, coffee, etc. Share positives about the child.  This may include recent moments when the child shined, assisted a peer, did well on a task, etc.  Some IEP meetings begin by having each team member share one positive aspect of the child.  Ask questions to seek parent input.  Stay engaged and fully listen to parents’ thoughts and ideas. Demonstrate reflective listening: “What I hear you saying about ____ is…”.  Staff may also need time after the meeting to reflect on these ideas to determine how to structure parent ideas into a plan.  Stating that time may be needed to process ideas is appropriate.  Be aware of special education lingo.  Discussing their child can be a very emotional process for some parents.  When staff use lingo unfamiliar to parents, this can increase tension and negative feelings. 

After the IEP is discussed, summarize the meeting.  Review goals, services, changes in the IEP, accommodations, etc.  Ensure that the IEP process is fully explained to the parents.  Take steps to discuss the timeline, changes that might take place, and when they will start.  Explain paperwork such as the IEP they will receive and forms that need to be signed.  Be sure to note that nothing is a permanent document.   Changes can be made before a signature, and changes can be made at any point afterward.  Encourage questions, both at the meeting and anytime following the meeting.  When parents should have received the paperwork and have had time to review it, follow up through the parent’s preferred mode of communication.  Ask if they have any questions and provide information regarding further steps involved. 

If these steps are implemented by educators, the IEP meeting can be a positive experience for the team.