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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Forgive my ignorance, but I’m genuinely curious as to what an IEP does for a teacher. I thought it provided a set of requirements that the teacher needs to follow to give extra help to a student with a diagnosis, in order to ensure the child is not left unsupported. If a teacher is already giving that support, why the desire on the teacher’s part for an IEP? And what can the parents do for the teacher given that they are not the ones in the classroom during school hours?[/quote]

+1.

It resolved them of some responsibility and accountability.  If the child doesnt meet grade level expectations or misbehaves when a visitor or admin is watching, they can blame it on a documented disability rather than their lack of teaching and classroom management skills.   Another thing it does is open up the possibility of having the child removed from the classroom for all or part of the day into a self contained classroom so the teacher doesnt have to deal with it.  None of this would benefit the misbehaving child much whichbis probably why the parents refused. [/quote]

PP here, this does worry me. I have heard, anecdotally, of IEPs being severely misused. In one instance on a child with liberal parents in a working-class right-wing stronghold, and in another on a black child in a predominately white school district in which the other parents didn’t want the child in the classroom with theirs. Do parents have any legal rights once a diagnosis is given and an IEP put in place?[/quote]

It's very difficult to get an IEP without parental consent.  If those stories are true the district went through a lot of hoops to make it happen.[/quote]

In both cases the parents consented to the IEP under pressure from the schools, and then the schools used the diagnosis/IEP as a rationale for increasing constraints on the children, including pressing to move them out of the regular classroom. It was at that point that the parents found themselves at odds with the school administration. In the first case I know the parents regretted allowing the school to have their child evaluated in the first place. Neither of these instances were in DC, and I’m sure they were extreme cases. Both were friends of friends, and I remember looking up parental legal rights and finding that most of the information available was for parents who wanted more accommodations, not least-restrictive environments. I’m just curious if anyone here knows of similar instances, and what parents can do if this does happen.[/quote]

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