Parents, You Are In The Driver's Seat!

Parents, you are in the driver's seat.

Welcome to Part 3 of our Multi-Part Series “Tips & Tricks for Parents Navigating the Special Education Process”. This part focuses on a parent's role in an IEP meeting. We will dive into…

1. What is an IEP team?

2. Team member attendance and excusals. 

3. A parent’s role in IEP team decisions.

Meetings regarding your child’s education can be daunting in and of itself, however an IEP meeting can be a whole other beast for parents. At IEP Solutions, we are here to make this process easier. This week’s blog focuses on a parent’s role in an IEP meeting. Hopefully after reading this, you will feel a bit more in control and feel less like you are on a topsy turvy, 15 loop, upside down roller coaster. 

Read more to feel less like this going into your child's next IEP meeting.

What Is An IEP Team? 

An IEP team is composed of individuals who are directly related to a child’s special education. IDEA mandates that an IEP team be made up of the following individuals… 

1. The parent(s) of a child 

2. A regular education teacher (if the child is participating in a regular education environment) 

3. A special educator 

4. A representative of the public agency (school district or school system) or sometimes called an LEA 

5. The child, if appropriate, when the IEP discussion shifts to the planning of transition or post secondary goals. If the child is unable to attend, their preferences and interests need to be considered during the discussion. State regulations differ on the exact age required for a child to attend.

   
   

   These above individuals are the non-negotiables or required people who should attend IEP meetings. 

Someone Can’t Make It- Is This Okay? 

If someone who was listed on the attendance sheet and is a part of the IEP team is unable to attend, an excusal form is required to be completed. Prior to the start of a meeting, the parent needs to be informed of this and the team (parent included) needs to agree that the meeting can continue with the individual excused. Under IDEA, the parent must provide this agreement in writing. 

Exceptions to Excusals 

If you (the parent) do not agree with the excusal of a team member, you have a right to put a stop to the meeting and have the school reschedule the meeting at a time when that team member is available. That is 100% within your rights and an acceptable request to make. One person who CANNOT be excused from a meeting is… drum roll please… YOU! An IEP meeting can’t occur without you in attendance. In addition, decisions can’t be made without you! 

There are some circumstances that allow for the meeting to occur without a parent. This is only after multiple attempts to contact the parents are made, with no response. However, in order for this to happen, there are three requirements which include… 

1. Detailed records of phone calls or phone call attempts and results of calls. 

2. Copies of correspondence(s) sent to parents and responses received. 

3. Detailed record of visits to parents house or place of employment and results of these visits. 

Individual Not On Attendance Sheet 

Being blindsided by an individual attending a meeting who was not on the attendance sheet is absolutely inappropriate. Prior to the meeting, within a reasonable amount of time, a parent must be informed of the following…

1. Date of the meeting 

2. Time of the meeting 

3. Location of the meeting 

4. Purpose of the meeting (example: review evaluations, amend IEP, meet to discuss progress, etc.)

5. Who will be in attendance at the meeting 

This is to ensure a few different things… 

1. That you can attend the meeting. 

2. You are able to prepare for the meeting.

3. Not be blindsided by information being shared/the purpose of meeting OR who will be at the table when you walk in. 

Virtual Attendance 

Maybe you work in another state or can’t attend the meeting in person. Under IDEA, you have the right to request an alternative way of being able to participate in the meeting. The school is legally required to provide this opportunity to you, as the parent. 

Decisions, Decisions, Decisions. 

All decisions… are TEAM decisions. Do you remember what we said before? You are a member of the team. This is not a “majority rules” type situation either. It is all or nothing. If you do not agree to the team’s proposal, you can decline. This most likely will result in scheduling another meeting based on the concerns you bring to the table. Additionally, if you do not feel comfortable agreeing to what is being proposed, you can ask to hold off on agreeing because you need to review the information further. Disagreeing or putting a hold on moving forward with the team’s proposal are both okay. You are in the driver’s seat and have the right to do so. Do not feel pressured to agree because a table full of people are telling you that it is a good idea. Your child’s educational journey is absolutely important enough to want some time to think before finalizing a legal document. 

Just because the school team might WANT you to make a decision, does not mean you HAVE to make a decision.

Additional Tips & Tricks

1. Schools are legally required to provide interpreters of a parent's native language. Parents not only have the right to attend the meeting but also be “active” members of the meeting. If you can’t understand the meeting, how can you be an informed member of the team?

2. When you are asked to sign paperwork at a meeting, you are signing you know your rights. Before you sign, ask questions to clarify information. 

3. If you feel rushed, it is better to not sign anything then to sign something to finalize the meeting. A good line to use is “I would like additional time to review the information given before agreeing to anything. I would like a copy to review what we discussed today and the meeting notes for this meeting, then I will let you know what my decision is.” 

Sources: “Individuals with Disabilities Education Act.” Individuals with Disabilities Education Act, 2019, sites.ed.gov/idea/statute-chapter-33/subchapter-ii. Accessed 5 Apr. 2025.