Role of the parents

Parents are considered to be full and equal members of the IEP team, along with school personnel.34 CFR 300.322 Parents are crucial members of the team because they have unique knowledge of their child's strengths and needs. Parents have the right to be involved in meetings that discuss the identification, evaluation, IEP development and educational placement of their children. They also have the right to ask questions, dispute points, and request modifications to the plan, as do all members of the IEP team.

Although IEP teams are required to work toward consensus, school personnel ultimately are responsible for ensuring that the IEP includes the services that the student needs. By law, schools districts are obligated to make a proposal for services to the parent. If agreement cannot be reached, the school district cannot delay in providing the services that it believes are the best services to ensure that the student receives an effective educational program.

An IEP meeting is not to be confused with a Parent/Teacher conference in which the parent sits and listens as the teacher reports the student's progress and performance. In order to fully participate in developing their child's IEP, parents must be knowledgeable about their child's specific disabilities, their rights under federal and state law, and the policies and procedures of the local education agency. Few parents have this knowledge when their child is initially identified as having a disability. Under IDEA Part D, the U. S. Department of Education funds at least one parent training and information center in each state and most territories ^[3] to provide parents the information they need to advocate effectively for their child. Some centers may also provide a knowledgeable person to accompany a parent to IEP meetings to assist the parent in participating more fully in the process.

The school must make a significant effort to ensure that one or both of the parents are present at each IEP team meeting. If parents are unable to attend, the school must be able to show that due diligence was made to enable the parents to attend, including notifying the parents early enough that they have an opportunity to attend, scheduling the meeting at a mutually agreed on time and place, and offering alternative means of participation, such as a phone conference. Grades may not be discussed during the IEP to the parent unless he or she is having a problem stated on the IEP.

The school must also take whatever action is necessary to ensure that the parent understands the proceedings of IEP team meetings, including arranging for an interpreter for parents who are deaf or whose native language is not English.