What parents of kids with learning disabilities need to know about IEPs

CINCINNATI (WXIX) - One in five children struggle in the classroom with conditions such as dyslexia, ADHD, or challenges with focus and organization, according to the National Center for Learning Disabilities.

For families raising those children, the back-to-school checklist looks different than most.

What is an IEP?

Students with learning disabilities can receive support in school thanks to a federal program called an IEP — an Individualized Education Plan — established under the Individuals with Disabilities Education Act.

Every public school district in the country is required to evaluate a child when a parent requests it in writing. Private and independent schools are not required to do so, but the IEP process for those students still runs through the local public school district.

Brett Marcoux, president of Springer School and Center in Cincinnati, said the plan is designed to formalize the support a child needs.

“The IEP is typically the end result of a series of partnerships and conversations with the school over time,” Marcoux said. “It’s going to offer them accommodations and support that people will understand in writing. These are the things that our child needs to be successful.”

Those accommodations follow a child through high school and can unlock extended time and other supports on major standardized tests, including the ACT and SAT.

How to start the process

Marcoux said starting the IEP process can feel overwhelming, but parents should not delay.

“Don’t hide at home and worry. Googling answers, also not the way to solve the problem,” Marcoux said. “Just raise your hand, go find an adult, find a teacher, the school administrator, say here’s what I’m observing at home.”

Once a parent submits concerns in writing, the school has 30 days to respond. If the school moves forward with an evaluation, federal law requires a plan to be in place within 60 days. The IEP is then reviewed annually, and the child undergoes a full reevaluation every three years to ensure the plan still fits their needs. Parents can request a meeting at any point and do not have to wait for the annual review.

If a child does not qualify for a full IEP, parents can ask about a 504 plan — a related federal protection that provides accommodations without the full special education designation.

Springer School and Center, which has served students with learning disabilities in Cincinnati for more than 50 years, offers psychoeducational evaluations, parent programming, and tutoring open to the entire Cincinnati community, not just Springer students.

“Springer Center is always a resource to help point people in the right direction. We do tutoring, afterschool activities, programming for kids,” Marcoux said.

Advice from a superintendent who has been on both sides

Jonathan Cooper, superintendent of Mason City Schools, has navigated the IEP process as both an administrator and a parent. His son Myles has Down syndrome.

“It’s a privilege because I get to see it from both sides and it gives me a great empathy for the process that parents go through, the nervousness that they have as they go into an IEP process,” Cooper said. “That can be very intimidating for parents and families.”

Cooper said no matter how many specialists are in the room, parents bring something no one else can.

“The parent is an expert. And so the parent has a lot to say,” Cooper said. “The parent should come in with confidence that they know their kid... bring their notes in with them because it can be a very emotional process.”

What to expect emotionally — and how to prepare

Cooper said parents entering the IEP process for the first time may experience a range of emotions, including guilt, self-doubt, or defensiveness.

“I would say realize those are normal emotions and recognize that,” Cooper said. “But then when you come to that meeting, come with an open mindset to know that everyone there wants your child to be successful.”

To stay connected throughout the school year, Cooper advised parents to keep a running record of patterns, breakthroughs, and behaviors observed at home — and said the method does not have to be complicated.

“Opening up your iPhone, that simple, opening up the notes section... and saying, hey, here’s the pattern we’re noticing,” Cooper said. “And then with all the AI platforms, you can actually put something through that and it will analyze that and build some patterns and some notes for you.”

Including the whole family

Cooper said the conversation around a child’s IEP should extend beyond that child to siblings and the rest of the household.

“If you have a child with special needs, it takes a lot of time and energy and attention,” Cooper said. “When there are siblings involved, having an open conversation with them about what’s going on is so important because they’re watching it, they’re experiencing it, and they’re experiencing it through a unique lens.”

Cooper said parents who worry their child will feel different because of an IEP should reframe how they think about the plan.

“If a child is on an IEP, that’s what that child needs. And that’s not a bad thing. That’s actually a great thing because it means that they’re going to get exactly the resources that they need to be successful,” Cooper said.

See a spelling or grammatical error in our story? Please click here to report it.

Do you have a photo or video of a breaking news story? Send it to us here with a brief description.