The Individualized Education Program (IEP) process is meant to ensure that students with disabilities receive the support and services they need to thrive. However, some IEP teams—whether due to administrative pressure, funding constraints, or a lack of training—engage in manipulative behaviors that can undermine a child’s educational rights.
It’s crucial for parents and advocates to recognize these tactics and respond effectively. Below are specific examples of manipulative IEP team behaviors and what you can do if you encounter them.
Common Manipulative IEP Team Behaviors
🚩 Exaggerating Negative Behaviors
Some teams may paint a student’s behavior as more disruptive than it actually is to justify stricter interventions, changes in placement, or even removal from the general education classroom.
🔹 Example: A child who struggles with transitions may be described as having “violent outbursts” when, in reality, they occasionally resist change and need structured support.
📌 What to Do: Request detailed documentation of behavioral incidents, including objective data and direct observations. Ask for positive behavior interventions rather than punitive responses.
🚩 Minimizing the Student’s Needs
IEP teams sometimes downplay a child’s challenges, suggesting they are “not that severe” or that they can “catch up on their own” without additional services.
🔹 Example: A student struggling with reading is described as “just a little behind” when their standardized scores indicate a significant delay requiring explicit intervention.
📌 What to Do: Bring independent evaluations or teacher reports that document your child’s struggles. Ask for data-based explanations of why services are being denied.
🚩 Threatening Consequences
Some schools imply negative outcomes—such as suspension, retention, or a more restrictive placement—if parents don’t agree to proposed IEP terms.
🔹 Example: “If we don’t place your child in a self-contained classroom, they may not be successful and could face discipline issues.”
📌 What to Do: Ask for written documentation of any threats or consequences mentioned. Schools cannot use placement as a disciplinary tool.
🚩 Cherry-Picking Data
IEP teams may present only the data that supports their preferred outcome, while ignoring other evidence that highlights a student’s needs.
🔹 Example: The school shares a recent one-time assessment showing slight improvement but ignores classroom work samples and teacher reports that indicate continued struggles.
📌 What to Do: Request all data sources, including classroom assessments, teacher observations, and independent evaluations. If needed, request a re-evaluation.
🚩 Using Confusing Language
Some teams overwhelm parents with jargon to make it difficult for them to understand the IEP process and advocate effectively.
🔹 Example: “Based on the RTI framework, we are implementing an MTSS Tier 2 intervention before considering eligibility for an SLD classification.”
📌 What to Do: Ask for clear, plain-language explanations. Don’t be afraid to say, “I don’t understand—can you explain that differently?”
🚩 Rushing the IEP Process
Schools may pressure parents to make quick decisions without providing adequate time to review information, consult with experts, or consider options.
🔹 Example: “We need you to sign this today so we can move forward. Otherwise, services might be delayed.”
📌 What to Do: Take your time! You have the right to review the IEP, ask for changes, and seek advice before signing.
🚩 Discrediting Parental Concerns
Parents’ input is sometimes dismissed or downplayed as being overly emotional or uninformed.
🔹 Example: “You’re just worrying too much—your child is doing fine.”
📌 What to Do: Remind the team that parental input is a key component of the IEP process under IDEA. Bring documentation to support your concerns.
🚩 Failing to Provide Necessary Accommodations
Some schools limit or deny accommodations because they are inconvenient or require additional staff training.
🔹 Example: A student who needs text-to-speech technology is told, “We don’t have that available right now.”
📌 What to Do: Request written documentation of why accommodations are being denied. If they are in the IEP, the school is legally required to implement them.
🚩 Withholding Information
Schools sometimes fail to provide parents with important updates on their child’s progress, evaluations, or rights.
🔹 Example: A parent finds out their child was eligible for services months ago, but the school never informed them.
📌 What to Do: Request regular progress reports, access to all IEP-related records, and copies of all evaluations in writing.
What to Do If You Suspect Manipulative IEP Tactics
✔ Document Everything:
Keep a detailed paper trail of emails, meeting notes, and any discrepancies in what the school says vs. what is documented.
✔ Seek Outside Support:
Consult an advocate, special education attorney, or knowledgeable educator to help navigate the IEP process.
✔ Ask Clarifying Questions:
If something doesn’t seem right, ask:
🔹 “Can you show me the data that supports this decision?”
🔹 “What specific law or policy states that?”
🔹 “Can we schedule another meeting after I have time to review this?”
✔ Request a Second Opinion:
You have the right to request an Independent Educational Evaluation (IEE) if you disagree with the school’s assessment.
✔ Exercise Your Right to Disagree:
If you believe the IEP is inappropriate, you can:
🔹 Refuse to sign and request mediation
🔹 File a state complaint
🔹 Request a due process hearing
Final Thoughts
While many educators genuinely want to help, some IEP teams—due to systemic pressures or lack of training—engage in tactics that undermine students’ rights. As a parent or advocate, your voice matters in ensuring that every child receives the support they deserve.
By recognizing these manipulative behaviors, standing firm in your rights, and seeking appropriate support, you can help create an IEP process that truly serves the child’s best interests.