While IEPs are supposed to be created by an IEP team that includes the parent, in reality almost all IEPs are written before the meeting. This box is the one section exclusively reserved for parents, where they can express their concerns, hopes, and goals for the student. Some districts also have additional boxes for parent input, but most just have the one box for parents.
Variable but towards the beginning of the IEP. Often it is before the present levels section.
Zero variation. Really. This is always titled parent concerns and it is always a stand alone section in an IEP. If you know of an exception to that, let me know but I have never seen one.
This IEP comes from the Georgia department of education. See the full IEP here.
Because the images are hard to read, a transcript is below.
Description of academic, developmental and/or functional needs:
Parental concerns regarding their child’s education:
Impact of the disability on involvement and progress in the general education curriculum (for preschool, how the disability affects participation in appropriate activities):
This should NEVER be filled in prior to the IEP unless there was a long talk between the special education teacher and the parent. If it is, and you a parent, that is a red flag that the IEP is likely to be very sloppy and you should have someone with you at the meeting. It is a bad sign. For folks reading the IEP after a meeting, ideally you should get a sense of what the parents are thinking about. TBH, 99% of these state that the parent wants the student to be successful in school. If you see more than that, just know that you have a great IEP team at your school.
In most states, the student’s disability is identified in two places. First, on the cover page, it states what the primary (and secondary if relevant) is, like Autism or a learning disability. Then, later in the IEP, there is a statement on how the disability affects the student’s progress in the general education curriculum. In a few places, these are combined, but that is pretty rare. Generally, you look to the front page to get a sense of why the student qualifies for special education and later to understand how it impacts them.
Here are some examples. In Tennessee, the front page of the IEP states the disability which, for their sample, is an intellectual disability. Then on page 2, right after parent concerns, you get the disability statement which says, “Describe how the student’s disability affects involvement and progress in the general curriculum: Rocio’s ability to master regular classroom academic objectives is markedly delayed. She benefits from small group instruction and repetition to learn skills. She tries to complete various assignments, but struggles doing basic tasks. She is significantly below grade level in her academics. This impacts her mastery of standards and participation in the general education classroom “
In Oregon, the front page of the sample IEP says a learning disability and then after present levels they have the disability statement, which reads; “Describe how student’s disability affects involvement and progress in the general education curriculum has deficits noted above with his writing skills that will need to be addressed through direct instruction and through accommodations and/or modifications in the general classroom to respond to instruction or assessments. difficulties with writing may affect his ability to effectively complete class room assignments, note taking and homework. These difficulties will also impact his ability to convey his thoughts through written words.”
Arizona is a bit odd. It says on the front page of the sample IEP that the child qualifies under OHI, but then there is no separate box for the disability statement. Instead, it is embedded in the present levels and says, “Kyra qualifies as a student with Attention Deficit Disorder-Hyperactive Type (ADHD). She also has co-morbidity of Reactive Attachment Disorder. Due to her inability to self-regulate within the academic setting, This impedes progress without the support and services of special education. Due to this her ability to generalize on her academic performance and one on one testing in the classroom, her environment is greatly impaired. Her ability to self-soothe and regulate, as well as relate to others around her is a weak area for her.” That is the statement of disability– they just don’t have a separate box for it.
The statement of disability should refer to and explain the primary disability and how it impacts the student’s learning.
Split between the front page and the present levels or parent concerns.
Varies in placement, phrasing, and whether or not it can be edited between three year reviews.
This IEP comes from the Georgia department of education. See the full IEP here.
Because the images can be hard to read, a transcript is below.
Impact of the disability on involvement and progress in the general education curriculum (for preschool, how the disability affects participation in appropriate activities):
You should be able to read this and understand how the disability affects the student’s progress in the curriculum. Note that in NH it can be hard to read these and know how the child is qualifying for special education. That is true in a few other states, but in most it is really clear what the disability is and why it was considered to be academically significant enough to get the student an IEP.
