Feeling Blindsided After an IEP Meeting—What Can I Do Next?

[Lisa Lightner]

Posting for a reader. 

Not staying consistent with prior goals that were put in place from the previous year and feeling like you have not been heard or getting the staff to work with my son effectively with his AAC device and training the people who work with him how to use it too.  I go into the meeting thinking I'm prepared and I leave feeling angry and like I just got blindsided, and my little boy was setback at least a couple of years.  I plan on requesting a second IEP even though we just had one.  My son is in 4th grade, autistic and nonspeaking but uses a communication device.  

[Lisa Lightner]

Many parents walk out of IEP meetings feeling like they just got hit by a truck, even after spending hours preparing. It’s incredibly frustrating when goals aren’t carried over, or when your child’s AAC isn’t being used consistently or correctly. Those two issues—continuity of supports and AAC implementation—are both critical for meaningful progress.

Here are a few action steps you can take:

1. Request written documentation. Ask the team (in writing) to explain why previous goals were changed or not continued. They are required to provide a rationale for any major shift in programming or goals.

2. Request data and training logs. Ask for data showing how the team implemented AAC over the past year: who used it, when, and in what settings. You can also request documentation of staff training on the device. If the team hasn’t been trained, that’s a valid area for corrective action.

3. Call an additional IEP meeting. You have the right to request a meeting at any time, especially if you believe your child isn’t receiving FAPE (a Free Appropriate Public Education). In your request, specify that you’d like to discuss AAC implementation fidelity and consistency with previous goals.

4. Bring evidence. Print examples of what worked in the past. videos, old progress reports, teacher notes, etc. Concrete examples often cut through the “he said/she said” that happens in meetings.

5. Ask for an AAC specialist. If your district has one (or can access one through the IU or assistive tech team), request that they attend the meeting. Consistency in AAC use hinges on staff confidence and training.

6. Consider writing a parent concerns letter. Before the next meeting, write a short statement summarizing your concerns, your child’s current skills, and what you’ve observed at home. Ask that it be attached to the IEP. This ensures your perspective is part of the official record.

It’s discouraging to feel like your voice isn’t being heard, but documenting and following up in writing often shifts things from “they said they’d fix it” to actual accountability. I have many resources on adayinourshoes.com to browse and read-- everything from AT and AAC information, goals, ideas to try, as well as a bunch ways to communicate with your team.