Twelve Ways to Incorporate Strengths-Based Planning into the IEP Process |
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| Authors: | Phillip M Weishaar |
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| Institution: | Special Education and Communication Disorders , Southern Illinois University Edwardsville , Edwardsville, IL |
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| Abstract: | The Individuals with Disabilities Education Improvement Act 2004 (IDEA) requires public schools to assure that parents of students with disabilities have the opportunity to participate in Individualized Education Program (IEP) meetings. Strengths-based IEPs focus on student strengths and abilities, rather than weaknesses and disabilities, in preparing parents and teachers for the IEP meeting, presenting information at the meeting, and documenting the meeting in writing. As a special education administrator for more than 27 years, the author has experience in working with parents from the strengths-based perspective, including encouraging parents to participate in the IEP process. In 1994 the author, along with parents of students with disabilities, developed a checklist for parents and public school teachers that focused on the strengths-based approach and was intended to encourage parents to participate actively in IEP meetings. Twelve techniques for reducing conflict and encouraging parents to participate in the IEP planning process at the middle and high school level are presented and described. |
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| Keywords: | school partnerships parent participation Individualized Education Program (IEP) |
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