Perspective: Learn What Your Child Has to Say and Can Do

By Carrie Gleason

I remember when my husband and I attended our first Individual Education Plan (IEP) meeting for our son Lakoda. He was 41/2-yearsold and to say we were naïve to the special education world would be an understatement. We did not have the first clue what IEP stood for, let alone what would happen at the meeting. We soon became aware of how important these annual meetings would be for Lakoda's success at school, considering his autism spectrum diagnosis.

Before one of the meetings, I asked Lakoda if there was anything he wanted me to bring up at the meeting. I was surprised when he exclaimed, "Yes! I don't want to ride the Special Ed bus anymore; I want to ride the same bus as my brother!" He had apparently given this a lot of thought. I remember being somewhat taken aback that Lakoda had such a strong opinion. I remember feeling disappointed at myself, for I had underestimated my son's ability to understand and relay what he wanted/needed in regards to his disability.

A short while ago, I attended a meeting that explained the ASPIRE (Active Student Participation Inspires Real Engagement) program and how it encourages student participation in the IEP process. I never actually "dreaded" attending an IEP meeting, but I recall actually looking forward to Lakoda's involvement. I knew my son would have plenty to say! I felt it was important that the IEP committee heard in Lakoda's own words what he needed; sometimes hearing it right from the source can have more of an impact.

Lakoda attended the next IEP meeting with a poster board explaining what he likes to do, what he enjoys at school and what experiences present him with challenges. He was smiling throughout the meeting, obviously enjoying sharing his successes and explaining his struggles. Lakoda has attended a couple of other meetings when decisions were being made about having him attend a different school. With his personal input as an integral part of the discussion, Lakoda seemed less anxious. It allowed him to ask questions we may not have thought to ask, which provided Lakoda more control over the situation.

As a parent in the ASPIRE program, I am impressed with Lakoda's abilities to participate in his meetings. He handles himself well, and he is eloquent and thoughtful in his responses to the committee's questions. Prior to the program I wouldn't have expected these characteristics to be demonstrated by my quick-tempered son. I believe the ASPIRE program will give Lakoda the confidence and tools needed to advocate for himself in the future – whether it is in school or in a job environment.

I would tell other parents to give their child a chance at participating in their IEP meeting to the extent they are able. The pride felt by the student and parent is immeasurable. I think other parents may be, like me, pleasantly surprised and encouraged by what their child has to say and what their child can do.

Carrie Gleason is married and has lived in middle Georgia for 11 years. She spent eight years serving her country in the Air Force and currently works as a PK-2 teacher at a local church. She enjoys spending her time with her fraternal twin boys Landen and
Lakoda. Carrie also enjoys reading, scrapbooking, camping and going on long bike rides.