Sources:

Hallahan, D., Keogh, B. (2001). Research and Global Perspective in Learning Disabilities. New York: Lawrence Erlbaum.

Jacobson, J., et al. (2004). Controversial Therapies for Developmental Disabilities. New York: Lawrence Erlbaum.

Satterwhite, M. (2008). Access to Academies for All Students: Critical Approaches to Inclusive

Curriculum, Instruction and Policy. Journal of Thought. 43 (1-2): 45-53.

Part 2 - In many ways, the IEP meeting has a great deal in common with arbitration: the goal is to find a win-win situation for all parties concerned based on fact, concern, and care, but not so much on emotions and misperceptions. The first issue is to define the reasons that everyone is participating in the IEP -- for the betterment of the child. Both the parent and teach want to advocate for the child, but there are differing perspectives about what the child is capable of within the school system. During the IEP meeting, there were several significant strategies/goals observed that seemed to help make the situation more positive and reasonable:

1. The group should all vocalize why they are there and make every attempt to build and sustain relationships. Particularly with an ID child, there will not be one IEP, but many. Avoid hostility at any cost, it does not move the process forward, nor does it help anyone involved.

2. The focus, at all times, needs to be on the child's needs -- not the resources of the school system or the parent's expectations; after all, the purpose of the IEP is to provide the appropriate level of individualized instruction within the framework of what the school can offer.

3. IEP goals should be specific, measurable, and realistic. Keep in mind that...

The goals should not be general, like "Mary will improve attendance," but instead, "Mary will reach classroom goals and score at least 75% in accuracy."
4. It seems the most contentious issue is resources vs. expectations. Schools do not have limitless resources, regadless of the district, and have no control whether there are 50 or 250 students requiring IEPs. Similarly, schools should not simply say, "This is how we do things," But instead find a plan that becomes win-win.

5. Always end the meeting with a clear and concise review of the expectations, actions expected by both sides, and ensure that no one walks away from the meeting feeling like they have lost something. Instead, find strategies to deal with issues that are difficult, and clearly, reschedule meetings to assess progress and cooperation as needed. If additional resources or experts are needed, most of the time these meetings will uncover those issues and, as long as both sides are committed to the student, should eventually find ways to improve the situation.

Sources:

When The IEP Team Meets. (2012). Nataional Dissemination Center for Children With Disabilities. Retireved from: http://nichcy.org/schoolage/iep/meetings

Bollero, J. (2010). 8 Steps to Better IEP Meetings. WrightsLaw. Retrieved from: http://www.wrightslaw.com/advoc/articles/iep.bollero.hearts.htm

Watson, S. (2011). Preparing for the IEP Meeting. About.com Special Education. Retrieved from: http://specialed.about.com/od/iep/a/IEPMeeting.htm