The Three C’s of IEPs Communication Clarity Confidence

What it is. In Real Estate, it’s LOCATION, LOCATION, LOCATION! In an IEP, it’s COMMUNICATION, COMMUNICATION, COMMUNICATION!

Communication: Pre-IEP Before the IEP meeting Being aware that the meeting is probably as much, if not more, about the parent(s) Empathy – understanding that the parents’ world may be upside down and inside out (and therefore, they may be angry) Compassion, but not pity Recognize that you are a resource and a support for the family – act accordingly

LISTENING Think Like a Shrink

LISTENING Validation Establishing yourself as an ally, not as an adversary A friendly voice, a friendlier listener Just listen So much will be accomplished including much of your assessment

THE CALL

MAKE THE CALL Set aside a fair amount of time, sit back, and listen (you will make up the time easily as it should reduce the time you need to spend assessing) OR, at least, Call and leave a message, even if it is the night before the meeting (or when you know the call will go to voic )

The Parent Assessment You will identify what you believe to be a child’s strengths and challenges - eventually Listen to what the parent believes are his or her child’s needs - regardless if they are within your professional scope Repeat what they told you back to them - shows understanding, lets them feel they have been heard, & validates their concerns

MONEY in the BANK Follow-up calls & s Repeat their original concerns again (even if you do not share those same concerns) Strengthen the alliance: “I look forward to seeing you at the meeting when we can talk more about how we can support little Johnny/Susie”

Communication: The IEP Meeting Non-verbal communication Seating position Eye-contact Verbal communication The welcome Volume Speaking instead of reading

CLARITY

Has proven a significant challenge Be clear about Who you are What you do, in assessment and treatment Where and when What and How you hope to accomplish

Some Quick and Easy’s “I work with the goofy, awkward, and uncoordinated kids and try to make them a little less goofy, awkward, and uncoordinated.” “I address a student’s motor performance – kind of like how a teacher addresses a student’s academic performance”

More Quick and Easy’s “I help your child gain a better awareness of his physical self and help him put his body to use in the classroom and the playground.” “I help children develop their motor skills or to compensate for difficulties so as to facilitate their participation in school.”

K. I. S. S. Keep It Simple Stupid Less jargon, more easy to understand language and descriptions Not “House, M.D” or “Mystery Diagnosis” – we’re talking kids and school here Keep It Short & Sweet Succinct – get to the point Parents and team members will likely appreciate expediting your presentation

CONFIDENCE

Extremely empowering when faced with attorneys, advocates, and strong-willed parents Even if you are not confident, you can project confidence

BUILDING CONFIDENCE

Building Confidence - Tools Your Expertise Carriage Being Prepared Outlook and Attitude

Communicating with Clarity & Confidence increases the chances for success in an IEP