Special Education Services
Resources
FAQs
- Can the school district hold an IEP meeting without me? Don’t I have to be notified of a meeting?
- Can I call an IEP Team meeting?
- Does every IEP Team member need to attend every IEP Team meeting?
- What is an initial evaluation?
- How often can my student be reevaluated?
Can the school district hold an IEP meeting without me? Don’t I have to be notified of a meeting?
The school district must take steps to ensure you have the opportunity to attend each IEP meeting. This includes notifying you early enough to attend and scheduling the meeting at a mutually agreed upon time and place. If you cannot attend in person, the district must offer alternative methods, such as video or telephone conference calls. A meeting may proceed without you only if the district is unable to convince you to attend
Can I call an IEP Team meeting?
Does every IEP Team member need to attend every IEP Team meeting?
What is an initial evaluation?
How often can my student be reevaluated?
Key Terms
General Terms
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IEP (Individualized Education Program) – A legal document that outlines the special education services, supports, and goals for a student with disabilities.
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IDEA (Individuals with Disabilities Education Act) – A federal law that ensures students with disabilities receive free and appropriate education.
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FAPE (Free Appropriate Public Education) – The right of students with disabilities to receive an education that meets their needs at no cost to families.
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LRE (Least Restrictive Environment) – The idea that students with disabilities should learn in the same setting as their peers as much as possible.
IEP Team & Roles
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Case Manager – A special education teacher or staff member who helps coordinate a student’s IEP services.
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General Education Teacher – A teacher who works with the student in the regular classroom and provides input on their progress.
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Special Education Teacher – A teacher who provides specialized instruction and support for students with disabilities.
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Related Service Provider – Specialists who provide services like speech therapy, occupational therapy, or counseling.
- Paraeducator (Para) – A staff member who supports students in the classroom under the guidance of teachers.
IEP Components
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Present Levels of Performance (PLAAFP) – A section in the IEP that describes the student’s current abilities and challenges.
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Annual Goals – The skills and progress the student will work on throughout the year, often written in measurable terms.
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Specially Designed Instruction (SDI) – Teaching strategies and methods used to meet a student’s specific learning needs.
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Accommodations – Changes in how a student learns or is tested (e.g., extra time, larger print) without changing the content.
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Modifications – Changes to what a student is expected to learn (e.g., simplified assignments).
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Related Services – Additional supports like speech therapy, occupational therapy, and counseling.
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Supplementary Aids & Services – Extra supports that help students with disabilities succeed in school (e.g., visual schedules, assistive technology).
- Behavior Intervention Plan (BIP) – A plan that outlines strategies to help a student with behavior challenges.
Placement & Service Delivery
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General Education Classroom – A classroom where students with disabilities learn alongside peers without disabilities.
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Resource Room (RR) – A separate classroom where students receive small-group instruction for part of the day.
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Self-Contained Classroom – A specialized classroom with smaller groups and more support for students with significant needs.
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Pull-Out Services – When a student leaves the general classroom to receive specialized instruction.
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Push-In Services – When a special education teacher or specialist supports the student inside the general classroom.
- Extended School Year (ESY) – Additional school services provided during breaks if a student is at risk of losing skills.
Your Rights
Your Rights in the IEP Process
As a parent or guardian of a student eligible for special education, you are entitled to specific rights under the Individuals with Disabilities Education Act (IDEA). These rights are designed to ensure your active participation and safeguard your child's access to a Free Appropriate Public Education (FAPE).
Right to Request a Special Education
You have the right to request a special education evaluation for your child at any time.
If you believe your child may need support through special education services, you can request that the school evaluate them—no need to wait for the school to bring it up first.
Here’s how it works in Washington State:
• Put your request in writing (email or letter).
• The school district must respond within a reasonable time.
• You will receive a Prior Written Notice, which explains the district’s decision to proceed—or not—with the evaluation, including the reasons why.
• This right is protected by the Individuals with Disabilities Education Act (IDEA) and supported by Washington’s Office of Superintendent of Public Instruction (OSPI).
EvaluationRight to Participate in Meetings
Active Involvement: You have the right to be involved in meetings concerning the identification, evaluation, educational placement, and the provision of FAPE to your child
Right to Prior Written Notice
Notification of Decisions: The school district must provide you with prior written notice whenever it proposes or refuses to initiate or change the identification, evaluation, or educational placement of your child, or the provision of FAPE.
Right to Consent
Initial Evaluations and Services: Your written consent is required before the school district can conduct an initial evaluation or provide special education services to your child
Right to Independent Educational Evaluation (IEE)
Disagreement with School Evaluations: If you disagree with an evaluation conducted by the school district, you have the right to request an IEE at public expense. The district must provide information about where an IEE can be obtained and the applicable criteria
Right to Access Educational Records
Review and Obtain Records: You have the right to inspect and review all educational records related to your child. The school district must comply with your request without unnecessary delay and before any meeting regarding an IEP or any due process hearing, and in no case more than 45 calendar days after your request.
Right to Dispute Resolution
Addressing Disagreements: If disagreements arise regarding your child's special education services, you have the right to pursue dispute resolution options, including mediation, filing a state complaint, or requesting a due process hearing.
Right to Receive Procedural Safeguards Notice
Annual and Situational Notices: The school district must provide you with a copy of the Notice of Special Education Procedural Safeguards at least once a year, and also upon initial referral or parental request for evaluation, the first time you file a complaint in a school year, the first time you request a due process hearing in a school year, when a decision is made to remove your child for more than ten school days in a year as part of a disciplinary action, and upon your request.
Right to Language Assistance
Interpretation and Translation Services: You have the right to receive information about your child's education in a language you understand. Schools are required to provide free interpretation and translation services to ensure you can participate fully in the IEP process.
Additional Resources
OSPI Special Education Resource Library
PAVE is a statewide organization that provides support, training, information, and resources to empower individuals, youth, and families impacted by disabilities in Washington.
PAVE (Partnerships for Action, Voices for Empowerment)
The University of Washington provides a comprehensive list of resources to assist parents in supporting their children's transition to postsecondary education, employment, and full adult participation in society.
Washington Resources for Parents of Children and Youth with Disabilities
Offered by The Arc of Washington State, this program provides emotional support, information, and referrals to community resources for parents of children with special needs. They connect parents with trained "Helping Parents" who have similar experiences.
This library provides guidance and professional development resources to support students with disabilities. It includes materials on various topics related to special education.