When schools closed in 2020, our family, like so many others, was thrown into the immediate challenge of assisting our children with schoolwork at home.
It was during this time of 24/7 observing and assisting our children that something finally clicked: our son had undiagnosed learning needs. After a series of evaluations, he was diagnosed with a learning disability. We knew we needed additional support at school, but where to begin? Thus began our family’s quest to learn about the special education process.
The federal Individuals with Disabilities Education Act (IDEA) ensures children with disabilities have access to a free and appropriate public education tailored to their unique needs. For most school-aged children with disabilities, unique needs are met through the creation and implementation of an Individualized Education Program, or IEP. In the 2024-2025 school year, approximately 18% of students in Seattle Public Schools in grades PK-12 had an IEP.
A student’s IEP is a customized written legal record of the special education services and accommodations they will receive during the year. The document is developed by a team of collaborators that includes teachers, specialists, school administrators, parents or guardians, and (when appropriate) the student. Each calendar year the IEP is reviewed and updated, and a child who continues to qualify for an IEP will continue to receive services throughout their time in school.
Setting up and maintaining an IEP can be daunting for parents. We asked Susan Hernandez, MPA, PhD, president of Seattle Special Education PTSA, for advice on navigating the process. Hernandez is a mother of a child with an IEP and an advocate for other families.
Seattle’s Child (SC): What is the parents’ role in the IEP Process?
Susan Hernandez: Parents and caregivers are officially part of the team. They play a critical and unique role in the IEP process. They know their child best and are in the strongest position to advocate on their behalf. It is important for parents to trust their intuition and request an evaluation if they suspect their child may qualify for an IEP, or to advocate for changes if the current IEP is not helping their child make progress toward their goals.
SC: What should parents bring to the table at each IEP meeting?
Hernandez: Before the meeting, families should discuss goals and challenges with their child (if appropriate), review the current IEP, and carefully examine the draft IEP. Requesting documents, data, and work samples at least a week in advance, as well as inviting private providers or an interpreter if needed, helps families participate effectively. It may be helpful to review Seattle Special Education PTSA’s free Guide to Special Education, written by parents for parents, so you can arrive prepared and ready to engage.
SC: How can families learn about potential IEP accommodations?
Hernandez: There are some accommodations that are very common, such as having extra time to complete assignments or tests. Other accommodations require creativity on the part of the IEP team to tailor them to a child’s specific learning needs and goals. Before your IEP meeting, refer to special education resources and check in with special education communities to see what accommodations are recommended for specific learning needs. During the IEP meeting, ask generic questions such as: “What has been done in the past in this situation?”
SC: What if parents feel their child’s needs aren’t being met?
Hernandez: Most families prefer to resolve issues collaboratively with the school. Start by documenting any challenges your child is experiencing at school or at home. Communicate your concerns in writing to your child’s teacher, special education case manager, and principal. If issues persist, schedule an IEP meeting outside of your scheduled annual IEP meeting. If that meeting does not resolve the issues, you can then escalate your concerns to the district or through formal channels including filing a Special Education Community Complaint with OSPI.
SC: Where should parents just beginning the IEP process turn?
Hernandez: Seattle Special Education PTSA offers several resources for families, including regular meetings with guest speakers and community sessions. The Arc of King County provides training and support. More special education information and advocacy are also available from state agencies and community resources such as the Office of the Superintendent of Public Instruction (OSPI), Disability Rights Washington, and Roots of Inclusion.
