I am part of the IEP decision-making process.
My recommendations are included on the IEP.
My child's IEP goals are written in a way that I can work on them at home during daily routines.
Written information I receive is in words I understand.
I have been asked for my opinion about how well preschool special education services are meeting my child's needs.
My child receives his/her preschool special education services with children without disabilities to the maximum extent possible.
If my child’s services are provided only with children with disabilities, a written explanation of this is on the IEP.
People from preschool special education, including teachers and other service providers, provide me with information on how to get other services (e.g., childcare, parent support, respite, regular preschool program, WIC, food stamps).
People from preschool special education, including teachers and other service providers, are available to speak with me.
People from preschool special education, including teachers and other service providers, treat me as an equal team member.
People from preschool special education, including teachers and other service providers, encourage me to participate in the decision-making process.
People from preschool special education, including teachers and other service providers, respect my culture.
People from preschool special education, including teachers and other service providers, value my ideas.
People from preschool special education, including teachers and other service providers, ensure that I have fully understood my rights related to preschool special education.
People from preschool special education, including teachers and other service providers, communicate regularly with me regarding my child's progress on IEP goals.
People from preschool special education, including teachers and other service providers, give me options concerning my child's services and supports.
People from preschool special education, including teachers and other service providers, provide me with strategies to deal with my child's behavior.
People from preschool special education, including teachers and other service providers, give me enough information to know if my child is making progress.
People from preschool special education, including teachers and other service providers, give me information about the approaches they use to help my child learn.
People from preschool special education, including teachers and other service providers, give me information about organizations that offer support for parents (e.g., Parent Resource Centers, disability groups).
People from preschool special education, including teachers and other service providers, offer me information regarding parent training.
People from preschool special education, including teachers and other service providers, offer me different ways of communicating with people from preschool special education (e.g., face-to-face meetings, phone calls, e-mail).
People from preschool special education, including teachers and other service providers, explain what options I have if I disagree with a decision made by the preschool special education IEP team.
People from preschool special education, including teachers and other service providers, connect me with other families for mutual support.
Responses to questions 30 and 31 help us to determine if survey respondents are representative of the population we serve. This information is required by the U.S. Department of Education.