Creating a Parent Input Statement for Your Child’s IEP

As a parent, your active involvement in shaping your child's Individual Education Program (IEP) is essential for their educational success. One impactful way to contribute is by crafting a parent input statement that reflects your firsthand knowledge of your child's:

•  Strengths

• Challenges

• Needs both at home 

• Needs in school

I suggest reviewing your child's existing IEP and assessing the parent concerns section. If you believe your input is not accurately reflected or if there is no Parent Input section in the IEP, I recommend requesting to have your insights incorporated during the annual review or an IEP addendum meeting. This will ensure that your perspectives and observations are included in the document to better support your child's education.

When composing your parent input statement, consider focusing on the following aspects:

- Highlight your child's interests, preferences, and communication styles.

- Share valuable information about your child's functional, academic strengths, and areas needing support.

- Evaluate the current goals outlined in the IEP and assess if they align with your child's long-term academic and functional needs.

- Address your child's sensory, self-regulation requirements, and educational accommodations crucial for their success.

- Instead of solely listing concerns, strive to offer constructive solutions and suggestions for enhancing your child's educational experience.

Your parent input statement should maintain a factual, respectful tone, emphasizing the collaborative nature of the IEP process. Regularly review and update your statement to ensure its relevance and accuracy as your child progresses through their educational journey.

By providing thoughtful and proactive input, you can contribute significantly to the development of a tailored and effective IEP that meets your child's individual requirements and maximizes their learning potential.

Sample 1- Parent Input Statement: 

Lilly has shown significant progress in social skills, behavior, and academics through spending most of her day in a general education classroom. While her development is slower compared to peers, her inclusion has positively impacted her learning. In the past, segregated settings limited her educational growth, but interaction with typical peers has allowed her to excel, as she learns best through observation and quickly grasps new concepts.

Strengths/Interests:

- Enjoys counting aloud and coloring

- Likes books and being read to

- Engages well with reinforcement

- Enjoys crafting and music

- Shows determination and is happy

- Enjoys activities with animals and tracing shapes

- Participates in various activities and communicates effectively

- Has a good sense of humor and positive attitude

- Willing to try new things and participate in different tasks

Challenges:

- Easily distracted and has a short attention span

- Non-verbal and struggles with clear speech

- Difficulty maintaining eye contact and adapting to routine changes

- Requires supervision, particularly due to ear issues and infections

- Not yet potty trained and needs simple directions

- Can get frustrated with tasks and prefers her own way

- Needs support with communication and focus

Concerns have been raised about the school's reading program, Edmark, which focuses on memorization rather than phonics-based learning. It is recommended that Lilly receives reading and handwriting instruction that aligns with evidence-based practices to further enhance her learning. While her speech is progressing, targeted interventions in reading and writing can help accelerate her overall development.