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Inclusive Schooling Checklist: Questions to Ask Your IEP Team

Inclusive Schooling Checklist: Questions to Ask Your IEP Team

Published: Apr. 2, 2024Updated: Apr. 4, 2024

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We’ve gathered some questions about following up with inclusion at your child’s school so that you can check in with your IEP team and ensure that your child has what they need. Even the best teams can get overwhelmed, so our best advice is to double-check. A little work now can save a lot of stress later. Take a closer look at your child’s IEP and start emailing the team!

Review your child’s IEP accommodations/modifications

  • Start with asking your child and/or any direct support staff if the accommodations in the IEP are being implemented. Then, email your child’s teachers and ask specific questions about how they are approaching some of the accommodations. For example: “Since my child can’t take their own notes, how are they accessing the lesson?”

  • Is your child utilizing equipment, devices, and/or assistive technology identified in their IEP?

  • Whether your child is bringing home classwork or completing it online, review it. You can also ask their teachers for some classwork samples. If your child has accommodations that can be seen in work, are they being offered? For example, is the font size what’s stipulated in the IEP? Are there prompt levels written on the back? Is your child writing on paper with raised lines? Is the word problem modified and broken down to an appropriate developmental level?

  • If someone is modifying work for teachers and your child, can you see samples, and is that happening every day?

Ask about inclusion in all of your child’s settings

  • Are they getting the educational and/or social minutes with their same-aged peers that’s outlined in their IEP?

  • If they are in a special day class for the majority of the day, where do they sit when they go into a general education classroom? Do they have their own desk? Are they interacting with other kids or just other adults, like aides? Are kids with IEPs truly included in the same activities at the same time in the same place with general education students?

  • Are all class activities accessible and inclusive? This includes group work, independent work time, presentations, performances, asking/answering questions, and student responsibilities.

  • Is your child able to relay their knowledge in an accessible way for THEM, or are they expected to do things the same way as everyone else?

  • If your child has extended school year (ESY) written into their IEP, will this also be an inclusive setting?

Review opportunities for social interaction

  • Does your child eat lunch, go on field trips, and have PE with same-aged peers?

  • Do they have opportunities to socialize with all kids?

  • If they require facilitation in socializing or communicating, who is supporting that?

  • Does your child have access to inclusive extracurricular activities such as sports teams, theater, etc. with same-aged peers?

Review access to assistance

  • If they have an environmental or 1:1 aide, are they present at times outlined in the IEP? Is it the same person or different? Will the school notify you if that person changes?

  • If your child is supposed to check in with a counselor, what day and time is that scheduled for?

  • If they need bathroom assistance, who is providing that support and how can you check in with them?

  • If they have to take medication at school, is that happening?

  • Are they getting the service minutes they’re supposed to be getting each week and/or month?

    • Not sure how to find out? Ask for a communication log! It’s a great way to know what they’re doing and when.

Ask about team training

  • Has the entire team been trained on equipment, accommodations, and/or medical protocols? If there’s a health plan, is that posted in each classroom setting your child is in?

  • Were you invited to that team training? Remember, you’re also a team member who can receive training!

  • Are all team members prepared for any safety issues that can come from challenges in mobility, vision, hearing, cognition, or medical conditions?

  • Does the team need a check-in with everyone present to talk about what’s working and what isn’t?

Remember: if things aren’t in place as you hoped, or you’re seeing new issues that need immediate attention, you can call an IEP meeting at ANY time. There are also many issues that can be resolved without an IEP meeting. One of the top tips to remember: communicate, communicate, communicate — and always make sure it’s in writing.



Review your child’s IEP accommodations/modifications

Ask about inclusion in all of your child’s settings

Review opportunities for social interaction

Review access to assistance

Ask about team training

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Undivided Editorial TeamStaff
Reviewed by the Undivided Editorial Team

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