Highschool iep?

Question

im going to be a freshman and my mom said i was going to have an IEP?

i know what its for because i always get in trouble and stuff, but like

will i be in a smaller class?

will a para be in my class?

will its be harder to get in collage?

whats going to happen?

Answer 1

Your IEP accomodations ultimately depend on your own individual disability and accomodation needs. You yourself are entitled to attend any of the IEP meetings.

Attend these meetings and speak up about how you personally would like your education (and transition plan out of high school) to get constructed! It's your education and your life, so you need to take charge of it.

I and my other friends who also were enrolled in special education did this for ourselves while we were attending school. Other public school kids NEVER get to control their own education, please don't look at it negatively.

Those experiences were very helpful because we were learning about the laws governing our own education--and this also made us more aware of government (and how it works/not works) concerning other areas.  

We could not have obtained such an intensive first-hand experience even from our graduate-level public administration college classes!

Being in special education does not mean you cannot attend college. All of the experiences sitting in on our own IEP meetings also provided great background material for writing government/social science papers which everybody eventually gets at college!  

Getting into college, as it does for students without disabilities, depend on your grades and ability to successfully perform college-level work.

Colleges cannot bar you merely because you were/are enrolled in special education classes.All colleges and universities are required to admit 'otherwise qualified students with disabilities' under the ADA.  

Again we weren't just simply quoting from textbooks or accepting somebody's 'research'---we were able to add our own personal 'field experience'.  

Although in that environment, you yourself will have to proactively identify your disability and accomodations being requested to the college/university which you are admitted to and to your profs.

It is illegal for them *unlike the public school environment* to proactively attempt identifying your disability or suggest accomodations for you. You don't identify yourself, they won't ask.

Our professors did not force us to write about our personal experiences in any of these class papers, but they said it gave them an interesting perspective to consider when we chose to.

Answer 2

IEP's are developed to give educationally - related services to students that need them.  Lots of students have IEP's and are in the regular classes just like their friends who don't have IEP's.  But, there are also separate classes for students that need them - some for only part of the day, and some for most or all of the day.  The Committee that writes your IEP might decide that you can learn better in a smaller class (less students, less distractions, more help).  If it is a smaller class that is recommended, the committee also has to provide you time in the regular school environment ("mainstreaming").  There might be a para in a smaller class, but the laws also provide for paras to be in regular classes, too.  The Committee might feel that all you need are some services such as counseling, taking tests in a separate classroom, or extra time for tests.  It all depends on what YOUR educational needs are.  Why don't you ask for a copy of your IEP, and ask for it to be explained to you?  That way, you can understand what the Committee is recommending.  

Your parents should get invitations to the Committee meetings and YOU should also start attending your  meetings at around age 15. (talk to your parents about this!).   If the Committee thinks you have made progress, they could withdraw any services you are getting.   Colleges accept students with IEP's.  If you are in high school, going to your Committee meetings to say that you want to go to college is a very good idea and will help the Committee make appropriate recommendations for you.

Good luck to you!

Answer 3

if you are 14-you should have been included----ask to meet with your case manager to discuss the plan-

each plan is different---many students with IEPs are in regular classes with support and do go to college

Answer 4

Has your Mom actually attended an IEP meeting yet?  If so, she should be able to tell you exactly what the IEP will entail. An IEP is an individualized Education Plan, based on your needs.   Talk to your Mom about what's in store, so you understand what's happening.    

If your Mom hasn't had the IEP meeting yet, ask if you can attend with her.  You may not want to sit through the whole meeting, going over testing scores and such, but you should be allowed to have some input as to placement and accomidations. You're plenty old enough to have an opinion about such things.  

EDITED  TO ADD:  

Approach your Mom in a respectful and mature manner. This lets her know that you're taking this seriously, and have concerns/worries about the unknown of your IEP.  Ask her what it means "you'll be in special education"  If she's not sure, she should call another meeting to find out.  She SHOULD be able to explain to you what it means, as she should have been part of the decision making process.  She SHOULD have a copy of the IEP.  You could ask her to look at it for yourself.  It should be spelled out in your IEP exactly what accomidations will be made for you to reach your IEP goals. Near the back of the IEP it should stipulate how much time in a regular education classroom, how much time in/with specialized, pull out, or 1:1 para instruction.  

Good luck and I hope you're able to understand better what's going to be happening next year.  I would also make it a point to ask about attending any future IEP meetings.   You say you'll be in special education because you're always getting into trouble and stuff... I work in a class for emotionally disturbed Jr High.  Even those kids are encouraged to attend their IEP meetings.  How can you help problem solve if you're not involved right?   Feel free to contact me if you have more questions.

Edited to add:

I was doing some research for something else, came across some info and thought of your question.

Here's the link where you'll find the following information  http://www.wrightslaw.com/info/trans.faq...

IDEA ’97 requires

For all students, starting at age 14 (or younger, when appropriate) and continuing until the student is no longer eligible for special education services, the IEP team must:

Invite the student to participate in his or her IEP development.

Base the IEP on the student’s needs, taking into account the student's preferences and interests.

Can include developing the student’s post-school goals.

Identify the student’s transition service needs.

Generally, these “transition service needs” take the form of courses of study or a multi-year description of coursework to achieve the student’s desired postschool goals. The transition service needs are intended to assist the student in making a successful transition to his or her goals for life after high school by selecting courses that are pertinent to the student's future and motivate the student to finish school. The requirement for transition service needs must be reviewed annually and continues until the student graduates with a regular high school diploma or is no longer eligible for IDEA ’97 services.  

More good information for you. http://ncset.org/publications/viewdesc.a...