At the IEP Meeting: Questions to Ask, and Answers to Expect

1. Academic Progress

• Goals aligned with the child’s unique needs.
• Access to resources for full academic participation.
• Monitoring frequency and quality of progress.

2. Social and Emotional Development

• Interaction opportunities with peers (hearing and Deaf as applicable).
• Support for self-advocacy and identity development in Deaf culture.
• Availability of counseling services tailored to Deaf students.

3. Engagement in the Learning Environment

• Classroom communication access (e.g., interpreters, captioning, ASL-proficient staff).
• Teacher awareness of Deaf culture and inclusion strategies.
• Integration of Deaf identity in learning activities.

• Generic IEP goals that overlook Deaf-specific needs.
• Inadequate or absent communication support.
• Dismissive attitudes toward Deaf cultural considerations.

1. Academic Progress:

• “How do academic goals build upon the strengths of a bilingual ASL/English environment?”
• Look For: Goals leveraging visual learning and bilingual fluency.
• Red Flag: Generic curricula without Deaf pedagogical emphasis.

2. Social and Emotional Development:

• “How are students supported in building their Deaf identity?”
• Preferred Answer: Integration of Deaf culture, history, and mentorship by Deaf professionals.
• Red Flag: Lack of robust self-advocacy programming for Deaf students.

3. Engagement:

• “What leadership or extracurricular opportunities are provided?”
• Preferred Answer: Accessible extracurriculars, including Deaf youth club options.
• Red Flag: Emphasis on hearing-focused social structures with limited Deaf-specific options.

1. Academic Progress:

• “How does this program ensure equal access for my child?”
• Look For: Integrated support like captioning, itinerant teachers, and specialized services.
• Red Flag: “One-size-fits-all” approaches ignoring personalized needs.

2. Social and Emotional Development:

• “How are inclusive peer interactions encouraged?”
• Preferred Answer: Peer-building activities with Deaf and hearing students working collaboratively.
• Red Flag: Social isolation or limiting interaction to adults.

3. Engagement:

• “What professional training do educators receive about Deaf culture and communication?”
• Preferred Answer: Ongoing training in cultural humility and accessible strategies.
• Red Flag: Absence of evidence for consistent staff training.

1. Academic Progress:

• “How will direct communication access be achieved during instruction?”
• Look For: Support mechanisms like interpreters and note-takers, or ASL instruction where appropriate.
• Red Flag: Reliance on classroom peers for communication needs.

2. Social and Emotional Development:

• “How will my child’s identity and sense of community be supported?”
• Preferred Answer: Role models and pathways to connect with Deaf culture.
• Red Flag: Neglect for fostering Deaf identity and no inclusion of role models.

3. Engagement:

• “How is classroom accessibility regularly reviewed for effectiveness?”
• Look For: Proactive assessments with child input.
• Red Flag: Reactive responses rather than preventative measures.

Parents should:

• Insist on IEP goals tailored to meet Deaf-specific needs.
• Seek detailed, measurable progress updates.
• Encourage transparency and regular feedback.

By asking these questions, parents can ensure that their child receives the education and support necessary to thrive both academically and socially.