Parent Input

The input and concerns from parents and students must be considered in the development of the IEP. The IEP team should specifically record input from parents and student.

Student strengths, interest areas, significant personal attributes, and personal accomplishments

Strengths may include a relatively strong area for the student; a strength when compared to peers, or particular motivational or interest area. Statements about the student’s strengths can support instructional decisions related to motivation, learning styles, and learning preferences. If the student’s strength is supported by the use of supplemental aids and services including assistive technology, the IEP team should document that information.

How the student’s disability affects his/her involvement in the general education curriculum?

Describe how the student’s disability specifically impacts his or her involvement and progress in the general curriculum. Think in terms of “if-then” statements. (i.e., if there is a concern, then what is the impact on the student’s participation and progress in that area?)

For preschool age children, how does the disability affect participation in appropriate activities?

Describe how the student’s disability specifically impacts his or her participation in appropriate preschool activities. Think in terms of “if-then” statements. (i.e., if there is a concern, then what is the impact on the student’s participation in that area?)