The Special-Education Charade
Individualized Education Programs, or IEPs, are one of the greatest pitfalls of the country’s school system.
I am in hell—or its equivalent. Specifically, I am in an IEP (Individual Educational Plan) meeting for my 14-year-old daughter, a special-education student in Prince George’s County, Maryland. Sitting across from me is an educator who is describing one option that she says would be a great place for my daughter to attend ninth grade: a program at one of the county’s lower-performing public high schools for adolescents who have emotional disabilities or autism. (My daughter has ADHD, an auditory processing disorder, and some major anxiety issues, but she does not have autism and does not qualify as “emotionally disabled.”) Another option is a school for kids with language-based learning disorders. My daughter’s reading comprehension and vocabulary skills are ranked as “very superior,” according to the county’s own psychological testing; her learning issues center on math.
All this leaves us one more option: a school in Baltimore for college-bound kids with a variety of learning disabilities. That could be a possibility—but today is July 7. School starts in six weeks. Even if all the paperwork gets processed this week—and often this kind of thing takes a month or more, because there are so many special-education kids and so few special-education caseworkers—my husband and I would still be making the momentous choice of where to send our daughter to high school under deadline pressure, without the benefit of visiting the school when its students were actually there. School visits should have happened last spring, except there was a mixup with her paperwork, and these bureaucratic mistakes can take forever to rectify. But playing the blame game at this point just uses up time, which is what we don’t have. So here I sit, stifling my mounting rage Why Are IEPs So Expensive and Frustrating for Schools and Special Education Students and Their Parents? - The Atlantic: