Frequently Asked Questions: This page contains answers to common questions
of students and parents.
- How can I prepare my child to be a reader?
- What is on my child's Individualized Education Plan (IEP)?
- What are my rights?
- I think my child should have more/less time in special service. What do I do?
- Do I really have a say in my child's educational plan?
- What is meant by
How can I prepare my child to be a reader?
Read, read, read, read, read! Read anything! Read
everything! Make reading a special time, even when reading a
favorite book for the millionth time!Back to Top
What is on my child's Individualized Education Plan (IEP)?
You should have a copy of your child's IEP. If you
don't have a copy, please contact me and I will make you a
copy.Back to Top
What are my rights?
Parents' rights in special education are clearly defined,
and you get a copy of those rights at least once a year at the
IEP meeting. If you can't locate a copy of your rights, you can
go to the State Department of Education's website and download a
copy. (www.sde.state.ok.us)Back to Top
I think my child should have more/less time in special service. What do I do?
If you think your child's placement needs to change (this
means the amount of special services they receive during the
week), please talk to me. We can schedule a team meeting to
discuss the possibility and make the change if the team
determines it is appropriate.
Do I really have a say in my child's educational plan?
ABSOLUTELY! You are a valued member of the IEP team; you
are the expert on your child. Each member of the team is there
for a purpose and brings different insight and expertise. Our
goal is to work together to help your child grow and succeed.
What is meant by
Some children have educational needs that warrant
"consultation and monitoring" by the special education
teacher and the classroom teacher. Some children are served in
a "pull out" program, and come out of the regular classroom to
receive direct instruction in the Resource Lab. In between the
two ends of this continuum lie "push in" services. In this
model, the special education teacher will "push in" to the
regular class rather than pull the students out. All children in
the class benefit from the presence and help of two teachers.
The services each child receives are driven by that child's
individual needs. The goal is always to teach the child in the
least restrictive environment that can meet his or her
educational needs.