Parents: FAQ

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Heartland AEA 11
6500 Corporate Drive
Johnston, IA 50131
515/270-9030
800/362-2720

Frequently Asked Questions

• What do FAPE and LRE mean?

School districts are obligated to provide a free appropriate public education (FAPE) in the least restrictive environment (LRE). This means the IEP team considers - to the maximum extent appropriate - to educate your child with students without disabilities. Special education is a set of services, not a specific place. For many students, the general education classroom is the appropriate setting, but depending upon the student's needs, a range of options is available, including special education classes. More information about these rights can be found in the Procedural Safeguards Manual for Parents. ( 368 KB)

• What is the difference between an IFSP and an IEP?

IFSP (Individual Family Service Plan)	IEP (Individualized Education Plan)
For children and their families from birth through age 2	For children age 3 up to age 21
Focus is on providing early intervention to meet the unique needs of the child and family.	Focus is on providing the services and supports to meet the child's educational needs.
IFSP is developed by the IFSP team and is based on the needs of the child and family. An IFSP is developed annually and reviewed every six months.	IEP is developed by the IEP team and addresses how the child's disability affects his progress in the educational setting. An IEP is developed annually, progress monitored regularly, and a re-evaluation is completed every 3 years.
Statement of performance contains information about the child's present levels of motor, cognitive, communication, social/emotional and adaptive development (self-help skills).	Statement of performance contains information about the child's present levels, which includes how the disability affects the child's participation in the educational setting.
Services are provided in the natural environment. This refers to the setting where the child would be if he/she did not have a disability.	Services are provided in the Least Restrictive Environment (LRE). This refers to the extent the child will participate with non-disabled children in regular activities or classes.
Outcomes and activities are developed to address the needs of the child and family.	Measurable annual goals are developed to address the child's specific educational needs.

• What should I expect at an IEP meeting?

Individualized Education Program (IEP) meetings give you and the school a chance to work together to design an IEP for your child. The IEP is a written document designed to meet your child's individual learning needs. The IEP is created through a team effort and reviewed every year. It is not a contract, but it does guarantee the necessary supports and services to be provided.

The goals for your child are the core of the IEP. As a parent you play an important role in developing the goals that represent what you and other IEP team members think your child will be able to do in a year's time. Goals must be written so the teacher can monitor progress by using data. The specially designed instruction used to achieve the goals should be research-based.

• What are my rights as a parent?

If a student is being evaluated for special education services, parents have specific rights. These rights are detailed in the Parent's Rights brochure that is given to parents when written consent is obtained to evaluate for entitlement to special education services. The child's principal, a member of the Heartland AEA team, or a special education teacher in the school have access to these brochures if you need another one. If you have general questions, always feel free to contact the principal, a Heartland AEA staff member, or the Heartland AEA partnership director for your area.

• My child doesn't seem to be developing like other children. I'm concerned. What should I do?

The Individuals with Disabilities Education Act (IDEA) clearly states that parents can request an evaluation at any time to determine if their child has a disability and needs special education services. When parents request an evaluation of their child, the team will gather to examine the evidence and consider suspicion of disability. If evidence exists indicating that there is not a disability, parents will receive a written refusal to conduct the evaluation. If a disability is suspected, the parent will be asked to sign consent and an evaluation will be conducted.