Frequently Asked Questions

An IEP provides specialized instruction and services under IDEA for students with disabilities that affect learning, while a 504 plan offers accommodations under Section 504 to ensure equal access without specialized teaching. IEPs are more comprehensive and include measurable goals, whereas 504 plans focus on removing barriers to participation.

Review all current assessments, progress reports, and your child's IEP document before the meeting. List specific concerns, desired goals, and questions you want addressed. At Dr. Christopher Khoury, we provide comprehensive meeting preparation including strategy development and parent coaching to ensure your voice is heard effectively.

IEPs must be reviewed at least annually, but parents or schools can request updates anytime concerns arise about progress or changing needs. Significant life changes, lack of progress toward goals, or transitions between grade levels often warrant earlier reviews to ensure appropriate support.

FAPE stands for Free Appropriate Public Education, the legal right of students with disabilities to receive education at no cost that meets their unique needs. It ensures schools provide individualized support and services necessary for meaningful educational benefit, not just minimal progress.

Yes, parents have the legal right to bring an advocate or advisor to IEP meetings, 504 conferences, and other educational planning sessions. An advocate can help interpret educational documents, ensure your concerns are addressed, and support effective communication with the school team.

Start by documenting your concerns in writing and requesting a meeting to discuss differences. If disagreements persist, options include mediation, filing a state complaint, or pursuing due process. Dr. Christopher Khoury provides professional guidance through all dispute resolution mechanisms available to families in the Dallas area.

Transition planning begins by age 16 and focuses on preparing students for life after high school, including post-secondary education, employment, and independent living. The IEP must include measurable transition goals, coordinated activities, and connections to adult services to support successful outcomes.

A thorough document review analyzes all educational records, assessments, IEPs, progress reports, and correspondence to identify gaps in services or compliance issues. This analysis helps determine if your child is receiving appropriate support and informs advocacy strategy moving forward.

A 504 plan is appropriate when a disability affects access to education but doesn't require specialized instruction. Students with conditions like ADHD, diabetes, or anxiety may need accommodations like extended time or preferential seating without needing modified curriculum or special education services.

Texas parents have rights to participate in all decisions about their child's education, access educational records, request evaluations, and disagree with school decisions. You can bring advocates to meetings, request independent evaluations, and pursue dispute resolution when necessary to ensure your child receives FAPE.

Parent training teaches you to understand special education law, interpret assessment data, identify appropriate accommodations, and communicate effectively with school teams. Empowered parents can advocate more confidently for their children's needs and recognize when services fall short of legal requirements.

Lack of progress indicates the IEP may need revision with different goals, additional services, or modified teaching strategies. Schools must use data to monitor progress and adjust support when students aren't benefiting. Parents can request an IEP meeting anytime to address concerns about insufficient progress.